To see the other types of publications on this topic, follow the link: Schools - Aims and objectives.
Journal articles on the topic 'Schools - Aims and objectives'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Schools - Aims and objectives.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Md. Yusof, Rozila, and Jamalul Lail Abdul Wahab. "PRINCIPAL’S INSTRUCTIONAL LEADERSHIP AND ITS RELATION TO TEACHERS’ COMMITMENT IN HIGH PERFORMANCE SCHOOLS (HPS) IN SEREMBAN DISTRICT." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 107–21. http://dx.doi.org/10.35631/ijepc.433009.
Full textAbstract:
The transformation of education in Malaysia now focuses on the changes in school leadership. Therefore, this research aims at identifying the Principal’s Instructional Leadership in relation to teachers’ commitment in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT) in Seremban district, Negeri Sembilan. The level of Principal’s Instructional Leadership is assessed from various dimensions which are defining, creating school’s objectives, organizing instructional programmes in school and encouraging school’s learning climate. On the other hand, the level of teachers’ commitment is assessed from three dimensions which are acceptance of objectives and organization values, readiness to achieve the objectives and willingness to stay in the organization. The researcher chose the research survey method and it is a quantitative nature that used questionnaire forms in which the validity and reliability are tested with the value of 𝛼=0.985. The strata random sampling technique was used to collect data among the population of teachers in High Performance Schools (HPS) in Seremban district, Negeri Sembilan and the size of the samples is a total of 127 persons. Research analysis used descriptive statistics and inferences to find answers for research enquiries. The research data was gathered and collected by using Principal Instructional Management Rating Scale (PIMRS) by Hallinger and Murphy (1987). This research found that the overall level of Principal’s Instructional Leadership was at a very high score of min= 4.40. Meanwhile, teachers’ commitment value showed that it was at a very high score of min=4.15. Besides, this research found that there was a significant relationship between Principal’s Instructional Leadership and teachers’ commitment which showed a strong correlation that is r = 0.687. This research gave an impression of Principal’s Instructional Leadership styles impacts teachers’ commitment in terms of executing tasks at school therefore contributes to effectiveness of an organization in High Performance Schools (HPS) or Sekolah Berprestasi Tinggi (SBT).
2
Al-Zboun, Fadi, and Ioan Neacșu. "Calitatea rezultatelor școlare ale elevilor în învățământul primar din Iordania." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 38–46. http://dx.doi.org/10.47040/sd/sdpsych.v5i1-2.43.
Full textAbstract:
This research aims to identify the quality of school results for pupils in the primary schools in Jordan, through the school administration, teacher effectiveness, school environment, teaching strategies and evaluation. The main theme of the search is linked to school assessment results, to identify weaknesses that must be corrected, and the strengths to keep them, and the reasons that led to the failure to achieve certain goals by the pupils. To achieve the objectives of the study we applied two tools: questionnaire and interview, to study samples that were from the primary schools principals in Jordan. The study found that all areas of the study achieved a higher score.
3
Al-Zboun, Fadi, and Ioan Neacșu. "Calitatea rezultatelor școlare ale elevilor în învățământul primar din Iordania." Studia Doctoralia 5, no. 1-2 (September 27, 2018): 38–46. http://dx.doi.org/10.47040/sd0000032.
Full textAbstract:
This research aims to identify the quality of school results for pupils in the primary schools in Jordan, through the school administration, teacher effectiveness, school environment, teaching strategies and evaluation. The main theme of the search is linked to school assessment results, to identify weaknesses that must be corrected, and the strengths to keep them, and the reasons that led to the failure to achieve certain goals by the pupils. To achieve the objectives of the study we applied two tools: questionnaire and interview, to study samples that were from the primary schools principals in Jordan. The study found that all areas of the study achieved a higher score.
4
Mering, Aloysius. "the Study on the Functionalization Role of Student Parents in Education Activities." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 309. http://dx.doi.org/10.26737/jetl.v4i2.1698.
Full textAbstract:
This study aims to examine and describe the school's efforts to function the role of students parents in the education process at school. Descriptive research methods are used to achieve the research objectives. The study sample was parents and teachers who were purposively determined on the basis of considering the status of school accreditation. The schools selected as samples were Santun Untan Senior High School (accredited B) and Gembala Baik Senior High School (accreditation A). The research data was collected by interview instruments, questionnaires, and documentation. Data analysis was carried out by descriptive statistical studies to describe the optimal functioning of parents by schools. From the research data obtained the fact that the perceptions of parents of students and teachers in Santun Untan Senior High School and Gembala Baik Senior High School toward the relationship between parents and teachers are "good." In playing the functions of parents in school, both parents and teachers state "no difficulties." Aspects that are considered "important" to "very important" in fostering parent and teacher relationships include not giving up children's affairs to schools, assuming parents as school partners, parents controlling children's education, parents always following the development of the school , and care about children's education. With this perception, it is possible to "ideal conditions" in building optimal cooperation in student education in the two sample schools.
5
Azizah, Dinar Martia. "THE VARIETIES OF HOMEWORK GIVEN BY ENGLISH TEACHERS OF VOCATIONAL SCHOOLS." Indonesian EFL Journal 4, no. 2 (August 4, 2018): 48. http://dx.doi.org/10.25134/ieflj.v4i2.1375.
Full textAbstract:
Learning inside the classroom is never enough because there are various limitations, so it needs the non-school hour assignment called homework. This research aims to find out the varieties of homework given by English teachers of vocational schools. This research uses a qualitative descriptive method by involving eight English teachers of vocational schools in Yogyakarta. Open-ended questionnaires, interview, and document analysis are used to collect the data. In analyzing the obtained data, the researcher does three steps, namely data condensation, data display, and conclusion drawing. The research results showed that homework varieties given by English teachers serve three main objectives. Those objectives are to broaden knowledge, sharpen skills, and inculcate values. It is concluded that formal education in schools requires homework that improve students' English proficiency. Besides, the existence of State Examination is regarded as a special thing that effects on learning process.Keywords: homework; broaden knowledge; sharpen skills; inculcate values; English proficiency.
6
KAVURAN, Tamer, and Bayram Dede. "The roles of art educationalists to realize the aims of the art education: Bauhaus case." Global Journal of Arts Education 6, no. 4 (June 12, 2017): 126–32. http://dx.doi.org/10.18844/gjae.v6i4.1836.
Full textAbstract:
AbstractTo achieve the objective of art education, (i.e. the training of art educationalists) workshops, technical equipment, and curriculum all play an important role. It is impossible to ascertain the objectives of art education if the instructor has insufficient knowledge. The reason why the Bauhaus school of design became globally recognized was due to its superior instructors. Among the instructors of the school, there were Johannes Itten, Josef Albers, Wassily Kandinsky, Paul Klee, Lyonel Feininger, Laszlo Moholy-Nagy, Oscar Schlemmer. They applied their revolutionary methods to the Bauhaus school. Due to these methods the Bauhaus model of teaching has been copied by other art schools; even after the Bauhaus school closed. In this study, the impact of the Bauhaus school and its instructor is examined. The individual contributions of its instructors to art education, as well as how they exemplify the model art educator are also explored in detail.
Keywords: art, design, Bauhaus, knowledge, instructor.
7
Lai, Manhong, and Lijia Wang. "Fulfilling Set Objectives: A Case Study of Teacher Development in Two Primary Schools in Beijing." ECNU Review of Education 2, no. 2 (June 2019): 178–95. http://dx.doi.org/10.1177/2096531119853083.
Full textAbstract:
Purpose: This study aims to reveal the recent characteristics of school-based teacher development (STD) in China since it is perceived as a key measure to achieve success in raising educational quality in the country. Design/Approach/Methods: A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing was used. Findings: Through the lens of cultural-historical activity theory (CHAT), it was observed that the objectives adaptation of teacher communities was made under the control of the District Education Bureau. STD provides the venue for ordinary teachers to learn, understand, and implement the teaching initiatives promoted by the district. Teacher communities at school level therefore implement continuous professional development initiatives promoted by Education Bureau teaching research officers. Originality/Value: This article argues that the administrative style of local government affected teacher community’s object, rules, and division of labor. It also contributes an indigenous interpretation of the CHAT theory.
8
Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (November 28, 2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.
Full textAbstract:
This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessments (PISA, and TIMSS).
9
Tambunan, Hardi. "The Dominant Factor of Teacher’s Role as A Motivator of Students’ Interest and Motivation in Mathematics Achievement." International Education Studies 11, no. 4 (March 29, 2018): 144. http://dx.doi.org/10.5539/ies.v11n4p144.
Full textAbstract:
This study aims to identify the most dominant factor of the teacher’s role as a motivator that influences students’ interest and motivation to perform in mathematics achievement. It is conducted in eighth grade of senior high school with 209 students, consisted of five state schools and two private schools from seven regencies in North Sumatera. The data collecting technique uses questionnaire about students’ interest and motivation toward mathematics and teacher’s role as motivator. Numerical data on mathematics achievement of students is obtained from school documents. The result of data with path analysis is obtained by dominant factor of teacher’s role as motivator that is factor of delivery of learning goal and learning comfort equal to 6.10%, and 6.00% is influenced by the delivery of learning objectives and variations of learning approaches, 5.17% is influenced by the delivery of learning objectives, 5.06% is due to variations in the learning approach, 4.61% is influenced by learning comfort and variation of learning approach, and 4.26% influenced by pleasant class atmosphere.
10
Abdullah, Mukhammad. "School Culture to Serve Performance of Madrasah in Indonesia." QIJIS (Qudus International Journal of Islamic Studies) 7, no. 1 (June 3, 2019): 71. http://dx.doi.org/10.21043/qijis.v7i1.4809.
Full textAbstract:
<p>School cultures grow with school ages, school objectives, social changes, and school level, whose success depends on leadership styles. This study, aims to see school cultures development and attainments of the schools. Taking in Kediri, Indonesia, this study used grounded theory and selected Senior Islamic School (MAN): MAN 1, MAN 2 and MAN Tarokan, 12 participants, and employed theme-based analysis. The study revealed MAN 2 is the best to maintain school cultures and achieve better academic attainments. School cultures are derived from (1) values, norms, and behavior; (2). school physical environment: beauty, security, comfort, tranquility, and cleanliness; (3). school system: quality based, principal leadership, discipline and order, rewards and incentives, expectations for achievement, access to information, evaluation, intensive and open communication. Schools with established school cultures achieve better academic and non-academic attainments.</p>
11
Gyan, Ernest Kwabena. "Conflict Resolution in the Senior High Schools in Ghana and its Implications for Educational Administration: A Case Study of Ashanti Region, Ghana." Journal of Education and Vocational Research 5, no. 3 (September 30, 2014): 119–24. http://dx.doi.org/10.22610/jevr.v5i3.160.
Full textAbstract:
The specific objective of this research is to look at conflict resolution in institution as being experienced in Ghanaian Senior High School. The researcher used descriptive research design to collect data from forty-three (43) Senior High Schools in the Ashanti Region of Ghana. The result indicated that when conflict is managed well, there is performance and better output; increasing effectiveness and efficiency in the school system. Despite limitations of the study, the general results depicted the core role conflict resolution plays in achieving institutional aims, objectives, aspiration and goals
12
Supeni, Siti, and Setyasih Harini. "Internalizing character education through javanese traditional dance to realize child-friendly school." Jurnal Civics: Media Kajian Kewarganegaraan 18, no. 1 (April 1, 2021): 61–69. http://dx.doi.org/10.21831/jc.v18i1.38452.
Full textAbstract:
The aims of the research are to (1) identify character education in various Javanese traditional dance, (2) to analyze the needs, output, problems, and learning objectives of child-friendly schools (CFS) in implementing character education based on regional dance, and (3) to identify types of Javanese traditional dance values. The methods of collecting the data used literary studies, interviews, surveys, observations, and documentation. In analyzing the data, the researchers employed Research & Development model. Model of regional cultural development based on character education is supported through a psychological, educative, and socio-cultural approach, with qualitative descriptive analysis implemented in 2020. The research findings show that (1) identification character education in various Javanese traditional dance, (2) the needs, output, problems, and learning objectives of child-friendly schools (CFS) in implementing character education based on regional dance, and (3) types of Javanese traditional dance values. The implication of the research is the implementation of character education for elementary school students.
13
SILVA, VICTOR CRUZ E., and MARCELO CURADO. "Crossing boundaries: an assessment to the influence of post-Keynesianism on developmental macroeconomics." Brazilian Journal of Political Economy 38, no. 4 (October 2018): 611–28. http://dx.doi.org/10.1590/0101-35172018-2827.
Full textAbstract:
ABSTRACT Developmental macroeconomics, the economic theory that grounds new developmentalism, is a heterodox approach whose establishment was deeply influenced by dissonant schools of thought. Among these, post-Keynesianism occupies a special place. This essay aims at identifying the aspects of developmental macroeconomics in which this post-Keynesian influence is more notorious. To serve this purpose, we compare the economic diagnoses, social objectives and policy prescriptions defended by the partisans of these two schools of economic thought. Our conclusion is that despite the significant influence of post-Keynesianism in the formation of the new developmentalist strategy, there are several aspects of this strategy that must be understood as an original contribution of the Brazilian developmental school.
14
Al-Sarairah, Khaled, and Samar Shlooh. "The Status of Planning for Risk Management in Private Schools in Karak Governorate from the Perspective of Teachers." International Journal for Quality Assurance 3, no. 1 (June 30, 2020): 22–36. http://dx.doi.org/10.34028/ijqa/3/1/140.
Full textAbstract:
This study aims at finding out the status of planning for risk management in private schools in Karak governorate from the perspective of teachers. To achieve the objectives of the study, a descriptive-survey methodology is used. The tool of the study is developed and its validity and reliability are verified. It is distributed to a random sample of (272) female and male teachers in private schools in Karak governorate. The study concludes with several results, the most important of which are: the status of planning for risk management in private schools in Karak governorate from teachers’ point of view is of medium level. The field of decision-making, and addressing risk, capacity is of the highest level. The last level is the awareness of the nature of risk in school, which is of a medium level. The results also show that there are no statistical significant differences in the means of the total score of the status of planning for risk management in private schools in Karak governorate from teachers’ point of view attributed to school level and experience. Keywords: Planning, Risk Management, Private Schools, Karak Governorate, Jordan.
15
Rizqi, Nikmatur, Ulfa Hidayati, Teguh Arief Ramadhan, and M. Ainul Yaqin. "Simulasi Proses Bisnis Pondok Pesantren Menggunakan Anylogic Berdasarkan Metode Business Process Improvement (BPI)." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 138. http://dx.doi.org/10.30645/jurasik.v5i1.178.
Full textAbstract:
Islamic boarding schools are traditional Islamic educational institutions in which religious values are taught as guidelines to be applied in everyday life. Islamic boarding schools are also analogous to enterprise in which there must be a business process to achieve the objectives of the establishment of boarding schools themselves. The design of business processes in Islamic boarding schools may be able to produce the desired results but sometimes it is not in accordance with the desired costs or desired time. These problems can be overcome by running a business process simulation, which aims to help the analysis and understanding of business process models. Anylogic is used in this study to simulate the boarding school business processes and use the Business Process Improvement (BPI) method to analyze problems in business processes and methods BPMN (Business Process and Notation Model) as a tool to describe or create business process flow models in graphical form.
16
Rismawati, Rismawati, Juraid Abd Latief, Muh Nawawi, and Intam Kurnia. "Implementation of Measures and Objectives of School-Based Management Policies at Junior High Schools in Donggala Regency." International Journal Papier Public Review 2, no. 1 (January 2, 2021): 9–17. http://dx.doi.org/10.47667/ijppr.v2i1.66.
Full textAbstract:
One of the development priorities is the strategy of decentralization by granting the regions the fullest possible autonomy to administer and handle government affairs within the context of the Unitary State of the Republic of Indonesia, Today, many new models and principles of management have been used, especially in the business world, to be implemented in the education world later on. School-based management, where policy enforcement operates linearly from policy decisions, implementers and public policy results, is one of the models adopted. The application of the Van Meter and Van Horn Model Policy explains that many interrelated variables affect policy efficiency, one of which is the criteria and policy priorities / steps and policy targets that are the metrics used in this analysis, Technique used in this thesis is a qualitative research methodology with a system of descriptive analysis. The aims and priorities of the MBS program have received a favorable feedback from the education unit based on the study outcomes, but the reaction and level of public awareness have not been ideal. This is due to the lack of socialization in educational units, notably at junior high school level, where expectations and targets have been developed and the policy success can be assessed, although it can not be a certainty that the policy goals will be accomplished. If there is no engagement from authorities or individuals or groups of individuals who are responsible for enforcing public policy at the level of regional government.
17
Șușu, Petre, Carmen Mihaela Crețu, and Aurelian Bălăiță. "1. The Acting Student’s Choreographic Training. Several Cognitive Objectives." Review of Artistic Education 15, no. 1 (March 1, 2018): 110–26. http://dx.doi.org/10.2478/rae-2018-0012.
Full textAbstract:
Abstract Dance is an artistic genre that is more and more frequently used in theatre productions. The syncretism of theatre and dance can take many shapes, from inserting dance sequences in dramatic performances, to new artistic genres, such as dance theatre. Due to the fact that they offer manifold innovating possibilities for artistic expression in a greatly audience-oriented universal language, theatrical forms that include dance, and especially the artistic genre of dance theatre are increasingly often put on stage by directors who work in Romania. Thus, training actors in the area of dance at a high level of performance that allows them to approach these types of syncretic artistic genres becomes a priority for the Romanian theatre school. The director, one of the stakeholders in higher education theatre schools, is the one who decides both the form of a performance and an actor’s involvement (or lack thereof) in that certain performance. Limited or stimulated by the actor’s training level, the director is also a beneficiary of the education the acting student receives in drama school. This study aims at identifying the opinions of ten Romanian directors on the matter of the choreographic categories and skills the acting student acquires during his years of training at a higher education institution. We have used qualitative methodology research, based on semi-structured interviews, applied to a cross-section of ten directors from Bucharest, Cluj-Napoca, Constanţa, Craiova, Iaşi, and Tg. Mureş. This article tackles the issue of cognitive didactic objectives and students’ cognitive competencies that have been emphasized during the conversations with the aforementioned directors.
18
Aziza, Nurul, Patdono Suwignyo, and Ahmad Makki. "Performance Measurement using the Integrated Performance Measurement System Approach." Jurnal Teknik Industri 20, no. 1 (February 22, 2019): 73. http://dx.doi.org/10.22219/jtiumm.vol20.no1.73-84.
Full textAbstract:
As a non-profit organization in education, Senior High School has the responsibility to achieve educational goals. The school is required to have accountability to the public. Performance measurement is needed to determine organizational performance. Performance measurement can also find out the company success in vision and mission. This study aims to measure performance in schools use integrated performance measurement system (IPMS). This method becomes the starting point for setting goals and identifying Key Performance Indicators (KPI). The results of IPMS produced eight objectives and 33 KPIs. Objectives performance includes human resources, curriculum, finance, administration, teaching and learning activities, evaluation processes, work programs, and graduation. The results showed 8 KPIs were red, 4 KPIs were yellow, and 11 KPIs were green. This performance measurement model can also be used in other organizations. This performance measurement model is useful for assessing organizational performance.
19
Aw, Suranto. "An evaluation of a public relations program in promoting synergistic cooperation between schools and industries." Problems and Perspectives in Management 16, no. 4 (December 11, 2018): 353–64. http://dx.doi.org/10.21511/ppm.16(4).2018.29.
Full textAbstract:
This evaluation study responds to the need for public relations (PR) as a management function in building and maintaining reciprocal relationships between schools and industries that are increasing dramatically. The rapid development of public relations in Indonesia is influenced by socio-cultural changes in Indonesian society, which cannot be separated from the high intensity of national development. This evaluation research aims to compare the actual implementation of a PR program to its intended objectives in promoting cooperation between schools and industries. This study used the Discrepancy Evaluation Model (DEM) with four systematic stages: (1) definition, (2) installation, (3) process, and (4) product. The finding shows that there is no discrepancy between the program’s actual implementation and its predetermined objectives. The program implementation has met the criteria of success in achieving proposed goals (good category) and the program operates as it was planned. The program aimed to foster successful collaboration between schools and industries. The scope of the partnership includes information sharing for the purposes of curriculum development, student apprenticeship and competency tests.
20
Winterson, Julia. "So what's new? A survey of the education policies of orchestras and opera companies." British Journal of Music Education 13, no. 3 (November 1996): 259–70. http://dx.doi.org/10.1017/s0265051700003284.
Full textAbstract:
Originally, the creative music workshop involving professional players was intended to give direct support to school teachers and to enhance music in the classroom, but today's large-scale, high-profile projects mounted by orchestras and opera companies appear to be developing into a full-scale industry on their own. Their role in partnership with schools and colleges now requires clarification: a survey of education policies has revealed some confusion of aims with few bodies looking closely at objectives, outcomes and effects. Music companies could profit from the experience of museums and art galleries.
21
Febriyanti, Ririn, Slamet Boediono, and Esty Saraswati NH. "PROGRAM PELATIHAN PEMBUATAN ALAT PERAGA MATEMATIKA YANG INTERAKTIF BAGI GURU SD SE-GUGUS 01 KECAMATAN PUNGGING." Jurnal Prinsip Pendidikan Matematika 2, no. 1 (November 29, 2019): 1–5. http://dx.doi.org/10.33578/prinsip.v2i1.33.
Full textAbstract:
The training program for making mathematics teaching aids held at SDN Kembangringgit 2, Kembangringgit village, Pungging district, Mojokerto regency. Generally, this training aims to increase creativity and students’ enthusiasm for learning mathematics. The main objectives of this training are (1) to establish good relations with schools, (2) to make optimal use of mathematics teaching aids, (3) to provide training on how to make mathematics teaching aids and increase comprehension in mathematics by using mathematics teaching aids. While the target of this mathematics teaching aids training were teachers of elementary school in district of Pungging, Mojokerto regency. The approach used when delivering training matter was the discovery. In discovery approach, student find how to solve the problem themselves. While the methods that we used are lecture, discussion, and demonstration. The advice in this article is teachers should develop their abilities and understanding related to the development and application of teaching aids continuously.
22
Hoffmann, Diane E., Chikosa Banda, and Kassim Amuli. "Laying the Foundation for an Interprofessional, Comparative Health Law Clinic: Teaching Health Law." Journal of Law, Medicine & Ethics 42, no. 3 (2014): 392–400. http://dx.doi.org/10.1111/jlme.12156.
Full textAbstract:
In June 2013, faculty from the University of Maryland Carey School of Law, along with students from the law school and several health professional schools at the University of Maryland, Baltimore, visited Malawi, in southeast Africa. While there, they met with faculty and students at the University of Malawi Chancellor College to discuss the possibility of establishing an ongoing collaboration between the two universities’ law schools. The starting point for our discussion was the potential establishment of a multi-professional, comparative health law clinic that would focus on serving individuals living with HIV and AIDS (PLWHA). This goal would serve two objectives of the Law & Health Care Program (L&HCP) at Maryland: to increase interprofessional education (IPE) opportunities and to expose law students to more global health law issues. Establishing this clinic would also be consistent with two strategic objectives of the University of Malawi Faculty of Law: to establish links with other law schools providing clinical legal education, and to contribute to Malawi’s efforts to solve HIV/AIDS-related problems.
23
Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.
Full textAbstract:
The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.
24
Worsley, Anthony. "Children's Healthful Eating: From Research to Practice." Food and Nutrition Bulletin 26, no. 2_suppl2 (June 2005): S135—S143. http://dx.doi.org/10.1177/15648265050262s203.
Full textAbstract:
This paper provides a brief overview of some of the challenges facing the world community in promoting the nutrition status of schoolchildren. It begins by describing the main objectives and aims of children's nutrition promotion and then moves to consider the needs and environments of schoolchildren, the purposes of education and food and nutrition promotion, and the domains of schools and teachers. In the second part of the paper the evidence bases for food and nutrition promotion are considered, especially the gaps in current knowledge. This leads to a discussion of useful practice models as well as a case study of a school health promotion program in Australia. The final part of the paper examines some proposals for schoolchildren's food and nutrition policies, which might be implemented in local schools as well as nationally and internationally. The main theme underlying these proposals is that policies must be created and their effectiveness monitored regularly and reported back to schoolteachers, health workers, school communities, and governments.
25
Vasavada, Halak J., Snehal V. Patel, Purvi R. Patel, and Heli S. Mehta. "Health status of adolescent school going children with special reference to waist hip ratio." International Journal of Contemporary Pediatrics 7, no. 4 (March 21, 2020): 938. http://dx.doi.org/10.18203/2349-3291.ijcp20201162.
Full textAbstract:
Background: A school is a key location for educating adolescents about health, hygiene and nutrition. Adolescence is period of critical development and transition. These changes have important implications for health. Aims and objectives of the stud was to study the role of WHR in nutritional assessment in adolescent school children and compare it with BMI as an assessment tool and to study nutritional status of municipal and private school.Methods: It was a cross sectional study conducted in 10-17-year-old school children in Ahmedabad, Gujarat. There were 2 private and 2 municipal schools selected randomly by purposive sampling. Child absent or not well on the day of study were excluded.Results: Incidence of obesity is 42.9% and 57.1% in municipal and private school respectively. Incidence of overweight is 47.2% and 52.8% in municipal and private schools respectively. (2.9%) adolescents had BMI range of 25-29.9 which is considered to be overweight. However, the percentage of overweight and obese was raised at 28% and 23.5% respectively when classified as per WHR.Conclusions: The difference between incidence of overweight and obesity in private and municipal schools were not statistically significant. A combination of increase BMI with increase WHR is a stronger indicator of increase health risk.
26
Ulyte, Agne, Thomas Radtke, Irène A. Abela, Sarah R. Haile, Julia Braun, Ruedi Jung, Christoph Berger, et al. "Seroprevalence and immunity of SARS-CoV-2 infection in children and adolescents in schools in Switzerland: design for a longitudinal, school-based prospective cohort study." International Journal of Public Health 65, no. 9 (October 15, 2020): 1549–57. http://dx.doi.org/10.1007/s00038-020-01495-z.
Full textAbstract:
Abstract Objectives This longitudinal cohort study aims to assess the extent and patterns of seroprevalence of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) antibodies in school-attending children, and their parents and school personnel. It will examine risk factors for infection, the relationship between seropositivity and symptoms, and temporal persistence of antibodies. Methods The study (Ciao Corona) will enroll a regionally representative, random sample of schools in the canton of Zurich, where 18% of the Swiss population live. Children aged 5–16 years, attending primary and secondary schools, and their parents and school personnel are invited. Venous blood and saliva samples are collected for serological testing in June/July 2020, in October/November 2020, and in March/April 2021. Bi-monthly questionnaires will cover SARS-CoV-2 symptoms and tests, health, preventive behavior, and lifestyle information. Hierarchical Bayesian logistic regression models will account for sensitivity and specificity of the serological tests in the analyses and complex sampling structure, i.e., clustering within classes and schools. Results and conclusions This unique school-based study will allow describing temporal trends of immunity, evaluate effects of preventive measures and will inform goal-oriented policy decisions during subsequent outbreaks. Trial registration ClinicalTrials.gov Identifier: NCT04448717, registered June 26, 2020. https://clinicaltrials.gov/ct2/show/NCT04448717.
27
Mizel, Omar. "Implementing School Management in the Arab Palestinian Education System in Jerusalem Schools, the Viewpoint of the Administrative Staff." Journal of Education and Training Studies 6, no. 11 (September 12, 2018): 57. http://dx.doi.org/10.11114/jets.v6i11.3617.
Full textAbstract:
This study aims to examine the impact of School-Based Management (SBM) on Arab Palestinian schools in East Jerusalem. SBM, which has become a major and irreversible trend in educational reform in Western countries, has been introduced into a number of Asian and African nations over the last few decades. Consequently, a higher level of autonomy and decentralization constitutes the “default” approach to the management of schools within centrally-determined policies, goals, standards, curriculum, and accountability. However, the literature on SBM does not address the repercussions of implementing SBM in conflict zones such as Palestine in the context of larger political questions about power and ideological control. Using a qualitative methodology, field observations, and in-depth interviews with a sample of various stakeholders in Arab-Palestinian schools in East Jerusalem, including school principals and faculty members, this study investigates the impact of SBM on the educational system in these schools, their philosophy, policies, objectives, and the implementation of the curriculum, and the consequences of this on designing a “programmed” educational system educational outputs and learning outcomes. Findings show that these school reforms are driven not by a commitment to decentralization but by political and or ideological considerations (Israelifications and the assimilation of Palestinians within Israeli educational and philosophical frameworks). The study recommends that leaders in the field of education and education and local authorities in the Palestinian Arab community take appropriate measures to correct the current trajectories of the educational process in East Jerusalem schools.
28
Thalib, Azizah, Puji Winarti, and Nurul Kami Sani. "PENGEMBANGAN MODUL PRAKTIKUM SERLI (DISCOVERY LEARNING) UNTUK PEMBELAJARAN SAINS DI SEKOLAH DASAR." Profesi Pendidikan Dasar 1, no. 1 (July 27, 2020): 53–64. http://dx.doi.org/10.23917/ppd.v1i1.10817.
Full textAbstract:
This study aims to develop a Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary Schools that has met valid, practical, and effective criteria for use in Science learning in elementary schools. This type of research is research and development that uses the Peffers et al development model. The type of development research includes six phases, namely: (1) identifying problems that motivate research, (2) describing research objectives, (3) designing and developing products, (4) testing products, (5) evaluating trial results, and (6) ) communicating results. The results of the study show that the Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary School has been valid, practical and effective. Validity values obtained are 61 with very valid criteria. Practical value of 65.73 or very practical. And the acquisition of effectiveness value is 0.70 with effective criteria.
29
Thalib, Azizah, Puji Winarti, and Nurul Kami Sani. "PENGEMBANGAN MODUL PRAKTIKUM SERLI (DISCOVERY LEARNING) UNTUK PEMBELAJARAN SAINS DI SEKOLAH DASAR." Profesi Pendidikan Dasar 7, no. 1 (July 27, 2020): 53–64. http://dx.doi.org/10.23917/ppd.v7i1.10817.
Full textAbstract:
This study aims to develop a Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary Schools that has met valid, practical, and effective criteria for use in Science learning in elementary schools. This type of research is research and development that uses the Peffers et al development model. The type of development research includes six phases, namely: (1) identifying problems that motivate research, (2) describing research objectives, (3) designing and developing products, (4) testing products, (5) evaluating trial results, and (6) ) communicating results. The results of the study show that the Serli Practicum Module (Discovery Learning) for Science learning in Class VI Elementary School has been valid, practical and effective. Validity values obtained are 61 with very valid criteria. Practical value of 65.73 or very practical. And the acquisition of effectiveness value is 0.70 with effective criteria.
30
Eizerik, Flavia, Ângela De Moura Ferreira Danilevicz, and Istefani Carísio De Paula. "Sistema de indicadores para gestão de projetos multidiscilinares de ensino." education policy analysis archives 28 (August 10, 2020): 116. http://dx.doi.org/10.14507/epaa.28.4980.
Full textAbstract:
This paper aims to propose a system of indicators for managing Multidisciplinary School Projects (MultiSP) as a support for decision making in schools wishing to implement this type of educational project. To this end, a survey was conducted with 51 private elementary and high schools in Brazil to identify best practices regarding MultiSPs. The elements that made up this survey were obtained considering interviews with stakeholders involved in MultiSPs and tools to support the multicriteria decision-making process, such as the Heuristic Minimization of Interdependence. Based on the survey results it was possible to map the Brazilian scenario and propose a Project Management Indicator System (KPI-MultiSP) as a tool for monitoring and improvement of MultiSPs. This system is the main contribution of this article and is formed by eight constructs and three indicators associated with each. It can serve as a starting point for schools, as its structure allows the customization of indicators. The constructs that make up the KPI-MultiSP, entitled Project Objectives, are: (i) expansion of student knowledge; (ii) student autonomy; (iii) social life; (iv) practical experimentation of the content; (v) interdisciplinarity; (vi) student protagonism; (vii) variation of school daily life; and (viii) Iron Triangle.
31
Sekarinasih, Anggitiyas. "PENGEMBANGAN KURIKULUM DI SD ISLAM AL AZHAR 38 BANTUL YOGYAKARTA." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 24, no. 1 (June 3, 2019): 73–83. http://dx.doi.org/10.24090/insania.v24i1.2799.
Full textAbstract:
Abstract: Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30.
Keywords: Curriculum Development, Al Azhar
32
Herdiana, Herdiana, Yusrizal Yusrizal, and Khairuddin Khairuddin. "Principal Communication Management to Improve Teacher Performance." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (June 28, 2021): 782–87. http://dx.doi.org/10.35445/alishlah.v13i1.525.
Full textAbstract:
The purpose of this study is about the communication management of school principals to improve teacher performance at an elementary school Banda Aceh. The research method used is qualitative analysis (non-statistical) according to the aims and objectives of education research. This research is intended to develop the effectiveness of the products used in schools regarding decision making by school principals and to improve teacher performance which is expected to improve the quality of education. The results showed that Principal communication improves teacher professionalism, conveys messages to teachers, and can carry out this information. The principal as a teacher must guide all school members and carry out their duties and functions as school managers in improving the learning process through classroom supervision, fostering, and providing positive suggestions to teachers.
33
Majadly, Haifaa, and Aharon Geva-Kleinberger. "Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 1–29. http://dx.doi.org/10.3167/jemms.2020.120201.
Full textAbstract:
This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.
34
Suparman, Nanang. "Kebijakan Penanggulangan Bencana: Model Kesiapsiagaan Bencana Berbasis Sekolah/ Madrasah di Provinsi Jawa Barat." Jurnal Public Policy 7, no. 1 (May 25, 2021): 29. http://dx.doi.org/10.35308/jpp.v7i1.3393.
Full textAbstract:
West java is an area that has the potential for very complex disasters. Based on the data release the regional disaster management agency there have 6,607 disasters in the period 2015-2019, natural disasters in west jawa including earthquakes, tsunami, landslide, flash floods, and so forth. So that, a guidelines for disaster-preparedeness schools is important to avoid school from any kind of disasters. This study aims to find out and analysis model disaster-preparedeness schools in west java province and relation of disasters handling. This research using a qualitative method. Data collection, interviews with informants and collection of documents related to the policy guidelines for safe schools from disasters. Data analysis teachniques used are from the miles and Huberman models which include data reduction, data presentation, verification and conclusion. The results of this research indicate that the implementation model of disaster preparedness school policy as a whole has fulfilled the rules of disaster mitigation management by implementing regulations and procedures from both the central and regional levels. However, judging from the basic measures, objectives, policy resources and communication between organizations have not gone well so it has not been able to cope with the negative impacts of disasters in the school environment.
35
Veloo, Arsaythamby, Hariharan N. Krishnasamy, and Ruzlan Md-Ali. "Teachers’ Knowledge and Readiness towards Implementation of School Based Assessment in Secondary Schools." International Education Studies 8, no. 11 (October 28, 2015): 193. http://dx.doi.org/10.5539/ies.v8n11p193.
Full textAbstract:
<p class="apa">School-Based Assessment (SBA) was implemented in Malaysian secondary schools in 2012. Since its implementation, teachers have faced several challenges to meet the aims and objectives of the School-Based Assessment. Based on these challenges this study aims to find the level of teachers’ knowledge and readiness towards the implementation of school-based assessment (SBA). The study was conducted in 15 daily secondary schools in the state of Kedah, which is situated in the northern part of Malaysia, bordering Thailand. 155 teachers were randomly selected from a total of 260 teachers. This study used 2 questionnaires to assess teachers’ knowledge and readiness to implement SBA. The questionnaire was adapted from Alabah (2012) which was designed to assess the teachers’ knowledge (30 items) and readiness (35 items) on Nigerian teachers’ perception of SBA. This questionnaire used a 4-point Likert-type scale with strongly disagree e to strongly agree. The findings provide evidence that the knowledge of the teachers in terms of 5 dimensions, that is, conducting SBA, bands in SBA, knowledge of evaluating SBA, SBA procedural knowledge and knowledge of implementation of SBA. The overall mean (3.27) for the level of teachers’ knowledge towards SBA shows that all the teachers agree that they have the knowledge about SBA. In terms of readiness, the mean (3.09) shows that all the teachers agree that they are ready to implement SBA. The comparison of the two means suggest that teachers have relatively more knowledge but are less ready to implement the SBA. The implication here is that teachers feel that their level of knowledge is not complete and more initiatives need to be taken by the educational authorities so that teachers are more confident of their level of readiness.</p>
36
Mardliyyah, Aisyam, and Tulus Musthofa. "Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (June 24, 2020): 59–76. http://dx.doi.org/10.14421/almahara.2020.061.04.
Full textAbstract:
Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum.
Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.
37
Shakil, Anila Fatima, Waqar Un Nisa Faizi, and Muhammad Nisar Ul Haq. "Impact of Multimedia on the Academic Performance of the Students at Secondary School Level." Global Social Sciences Review V, no. II (June 30, 2020): 249–59. http://dx.doi.org/10.31703/gssr.2020(v-ii).24.
Full textAbstract:
Multimedia equipment is part of ICT facilities. The study aims to find out the impact of multimedia on the academic performance of the students at secondary level of Peshawar District. The main objectives of the study were (i) to find out Impact of multimedia on the academic performance of the students at secondary level. (ii) to assess the application of multimedia during the class and their impact on the student academic performance. The research was descriptive in nature. All the Secondary School of Peshawar district were population. The research sample included 20 public schools from the Peshawar District, 20 heads, 40 teachers and 40 secondary school students in the Peshawar District. The questionnaire was used as a research instrument. It was concluded that, given the lack of multimedia at school, it is recommended that the government provide multimedia services to the school.
38
Abu Naser, Fathi Mohammed. "Exploring Perceptions of Education Experts Regarding “Creative School” and Its Leadership Role in Public Education." International Education Studies 13, no. 5 (April 18, 2020): 132. http://dx.doi.org/10.5539/ies.v13n5p132.
Full textAbstract:
Creative school is an integrative system that secures a school environment that encourages creativity and inventiveness. It also highly depends on modern technology in all its educational and administration processes, in addition to means of communication with students and parents. The current study aims at exploring the perceptions of education experts regarding the concept of creative school and requirements of its leadership. The study adopted the qualitative method in which a sample of 21 experts were selected from those concerned with the field of study; 13 of them were staff members in Saudi Universities and 8 leaders of Saudi public schools throughout the academic year 2018–2019.
The findings revealed that the creative school carried several names: intelligent school, creativity-developing school, and active teaching school. All experts agree that such schools secure a propitious environment for creativity and inventiveness and provide various advanced skills and programs subjected to balanced international criteria, which are conscious of international awareness with global issues, and environment programs. The findings also revealed that the foremost supports of creative schools are financing and social backup. It also unveiled that there are several abnormal roles for creative school leaders that suit nature and objectives of the school, in addition to requirements for creative school leadership as manifested in openness to organizational flexible structures along with a cooperative leadership that institutes technology. The study specified the foremost challenges facing leaders of the creative school, which is variety of skills needed for school leadership.
39
Afandi, Muhamad. "Implementasi Pendidikan Kewirausahaan (Entrepreneurship) di Sekolah Dasar/Madrasah Ibtidaiyah." AR-RIAYAH : Jurnal Pendidikan Dasar 5, no. 1 (July 1, 2021): 51. http://dx.doi.org/10.29240/jpd.v5i1.2671.
Full textAbstract:
This study aims to discuss and see the evaluation of entrepreneurship education in elementary schools / madrasah ibtidaiyah. Elementary schools and madrasah ibtidaiyah that have implemented entrepreneurship education that can be used as references include: SD Entrepreneur Muslim Alif-A Piyungan Yogyakarta, SD IT Alam Harum Purbalingga, and MI Terpadu Qurrota A'yun Ponorogo. This research uses a qualitative approach. This type of research data is qualitative data and the data source is secondary data. While the data method used is library research (library research). Data analysis techniques through data reduction, data display, and withdrawal from the literature study conducted. Meanwhile, to check the validity of the data using triangulation of data sources. The results of this study explain that, the implementation of Entrepreneurship Education in elementary schools / madrasah ibtidaiyah can be carried out in three stages, namely: (1) The planning stage, including: formulation of program objectives, program vision and mission of entrepreneurship education, material which then incorporates educational values. entrepreneurship that will be developed in the Learning Implementation Plan; (2) Implementation stage, including: class, entrepreneurship, integrated with subjects, self-development activities, school culture; and (3) The evaluation phase, including entrepreneurial education activities based on entrepreneurial values that have been internalized and implemented in the behavior seen in the activities of students at school.
40
Maerlender, Arthur, Jonathan D. Lichtenstein, Jennifer Parent-Nichols, Kate Higgins, and Peggy Reisher. "Concussion competencies: a training model for school-based concussion management." Concussion 4, no. 1 (August 2019): CNC61. http://dx.doi.org/10.2217/cnc-2018-0008.
Full textAbstract:
This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.
41
Azorín, Cecilia. "The emergence of professional learning networks in Spain." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 36–51. http://dx.doi.org/10.1108/jpcc-03-2018-0012.
Full textAbstract:
Purpose The purpose of this paper is to construct a policy map of professional learning networks (PLNs) in Spain. It includes initiatives prompted in Spanish schools in which social, political, cultural and educational elements are integrated. At the same time, it analyses which organization promotes each of the networks, the objectives pursued and the scope of the network in the territory in which it is created. Design/methodology/approach The methodology followed is essentially descriptive and incorporates the first experiences with school networks which have been disseminated in the Spanish literature. It stimulates reflection on the role networks are expected to play in relation to local developments in this specific school system. Findings The cases described (Castellon, Catalonia, Malaga and Seville) suggest a way forward for practitioners to advance toward an educational paradigm based on greater collaboration. This includes a partnership approach among professionals within and across classrooms, schools, communities, districts and education systems. In particular, the results place the focus of the network on the prevalence of the following school classification, included schools (community networks linking to the territory), extended schools (socio-educational networks), equity schools (equity fostering networks) and partnership schools (school-to-school support networks), whose objectives and scopes are reviewed. Research limitations/implications With the Spanish context in mind, it is essential to recognize that more empirical evidence is still needed to make a significant contribution toward building knowledge in this research line. Indeed, sustainability seems to be an important point to consider in a short-term world where quick-fix solutions are required. However, PLNs need time to know how beneficial they really are, for example, in terms of student outcomes and school improvement. Practical implications The argument developed assumes networks as a mirror wherein the present and future of education takes place. In this sense, the scientific and educational communities have both a challenge and an opportunity to rethink the potential of networking and collaboration in education. The article tries to be attractive to a specialized reader or one simply interested in the problem of networks in education and the reality of PLNs in Spain. Social implications The network society demands a network school environment where communities are part of a local character strategy. Originality/value This document offers an interesting view on networks that not only focus on education but on social and welfare issues and it aims to target education from a broader perspective; so resulting in opening schools to the community, which is not a widely covered topic in education research. In summary, the paper can be considered as a pioneer study in the Spanish context, which contains valuable information about PLNs, their origin and current status in this part of the world.
42
Sunaengsih, Cucun, Aan Komariah, Isrokatun Isrokatun, Mayang Anggarani, and Sindy Silfiani. "Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools." Mimbar Sekolah Dasar 6, no. 3 (December 31, 2019): 277–91. http://dx.doi.org/10.17509/mimbar-sd.v6i3.20626.
Full textAbstract:
This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.
43
Anwar, Khoirul. "Hasil Evaluasi Pelaksanaan Dana Alokasi Khusus Pendidikan - APBN RI Tahun 2007 di Provinsi Maluku." Winners 11, no. 2 (September 30, 2010): 160. http://dx.doi.org/10.21512/tw.v11i2.693.
Full textAbstract:
Improving educational quality and equal learning opportunities in basic education can be achieved if supported by adequate infrastructure. Based on 2006 data on the number of existing facilities and infrastructures indicate that approximately 35% of 131,402 primary schools are still in poor condition and require rehabilitation. To cope with the condition of facilities and infrastructure in primary schools, the Government has implemented various programs, one of which is the Special Allocation Fund Program (DAK) in the Education Sector which has the objective to help fund special activities into regional affairs and is a national priority. This paper aims to provide a snapshot of the flow of funds sourced from the state budget and whether its use is in accordance with the objectives (technical instructions) or there are irregularities. This paper aims also to give a real case in public administration in the era of reform that is absolutely required to keep transparent and accountable records. Samples are taken from schools in the province of Maluku due to their geographic location that are difficult to implement development programs, especially education.
44
Read, David, Joanne Boniface, and Andrea E. Russell. "Sharing learning outcomes in chemistry teaching at HE level: Beneficial or detrimental?" New Directions in the Teaching of Physical Sciences, no. 7 (July 1, 2011): 31–35. http://dx.doi.org/10.29311/ndtps.v0i7.465.
Full textAbstract:
The sharing of explicit learning objectives and/or learning outcomes is considered to be good practice in schools, with OFSTED observation criteria indicating that this is a pre-requisite to a good or outstanding lesson1. Such practice does not appear to be widespread in chemistry teaching at HE level. Whilst a statement of aims/objectives/outcomes can normally be found in the documentation accompanying any given unit of teaching, these are typically in a less student-friendly format than those used in school, or are too vague to be useful. At the same time, many lecturers do communicate aims at the start of a lecture, but there may be scope for doing this in a more effective way. The extent to which students are exposed to „learning outcomes‟ varies greatly from institution to institution, discipline to discipline and from teacher to teacher, and as such it is difficult to discern the best approach.This article presents some background on developments at pre-university level that have influenced practice in this area, and outlines the findings of a research project carried out in the School of Chemistry at the University of Southampton. The project probed the views of staff and students regarding the usefulness of learning outcomes. Several different approaches to sharing learning outcomes with first year students were trialled and evaluated during the course of the 2010-11 academic year. This work is part of an on-going initiative which aims to identify effective methods to support students in becoming independent learners when making the transition to university, and to improve retention rates.
45
Prickarts, Boris. "Shifting borders: a case study of internationalisation of education within a Dutch school group in Amsterdam." Journal of Research in International Education 16, no. 2 (August 2017): 164–84. http://dx.doi.org/10.1177/1475240917722627.
Full textAbstract:
This article focuses on a case study of internationalisation of education, a process of change pertaining to the mission, vision and delivery of education. Teachers working in international schools can be understood as gearing a student’s disposition towards the ability and preparedness to handle and value differences and diversity. In an effort to cope with a number of challenges from within and outside of the Netherlands, a Dutch school group in Amsterdam embarked on a process of change by adopting an international dimension to the students’ experience. Instead of these schools becoming more similar to each other, i.e. converging towards an internationalising ‘master-viewpoint’, the schools’ alignment under pressure showed a process of ‘anisomorphism’: their education’s primary function, approach, tasks, role and objectives for society were changing into different internationalising directions. However, the pragmatic expectations and actions, particularly of the parents and the students, were creating new boundaries and rationales for the schools as bargaining zones. The ‘shifting borders’ between the schools were becoming more connected with a growing international focus, yet had different pragmatic and ideological implications for each of them. The result was that these borders became permeable, a nominal erosion of differences between the ‘international’ school selectively catering for children of internationally mobile families and the other schools catering for all children in the Netherlands. ‘International schools’ became places where students were trained to engage with difference and diversity and where the students had not necessarily been crossing geographical borders. This raises the issue of the role of education in a multicultural and globalising society, as – in this case – an increase in institutional diversity within the specific Dutch national context, and an increased uncertainty about the multiple aims of education, stretched the educational as well as social boundaries which constrain the futures for which students are being prepared.
46
Carrard, Justin, Tej Pandya, Laurène Niederhauser, Denis Infanger, Arno Schmidt-Trucksaess, and Susi Kriemler. "Should sports and exercise medicine be taught in the Swiss undergraduate medical curricula? A survey among 1764 Swiss medical students." BMJ Open Sport & Exercise Medicine 5, no. 1 (August 2019): e000575. http://dx.doi.org/10.1136/bmjsem-2019-000575.
Full textAbstract:
ObjectivesThe global lack of sports and exercise medicine (SEM) teaching at medical schools contrasts with evidence that physical activity (PA) plays a major role in preventing and treating non-communicable diseases (NCDs). The aims of this study were to (a) examine whether Swiss medical students are expected to acquire SEM-related skills and knowledge, (b) systematically reviewed SEM teaching in the Swiss undergraduate medical curricula, (c) assess if Swiss medical students are aware of SEM and (d) whether they would like SEM to be included in their curricula.MethodsTwo authors independently screened the ‘Principal Relevant Objectives and Framework for Integrative Learning and Education in Switzerland’ (PROFILES) for SEM-related learning objectives and reviewed the curricula. 7708 Swiss medical students were invited to participate in an online survey.Results32 SEM-related learning objectives were identified in PROFILES with 20 of them linked to PA. Four of eight Swiss medical schools display limited mandatory SEM teachings. 1764 students participated in the survey (482.0% of the necessary sample size, 22.9% of all Swiss medical students). One in two students knew that SEM includes preventing and treating NCDs. Almost 95% of the participants would like SEM to be included in the curricula.ConclusionDespite its inclusion in PROFILES and comprehensive evidence that SEM should be taught at medical schools, this is scarcely the case in Switzerland. Swiss medical students have limited understanding of SEM, but are keen to have it included in the curricula. This study highlights the need for more comprehensive SEM teaching at Swiss medical schools.
47
Alazmi, Meznah Saad, and Huda Salem Al-Kubaisi. "School principals’ perceptions on the diversification of school financing sources: A study using Delphi method." Management in Education 34, no. 3 (January 9, 2020): 94–106. http://dx.doi.org/10.1177/0892020619897372.
Full textAbstract:
The study aims to identify the perceptions of the principals of public schools in Kuwait regarding the importance of diversifying the sources of school financing, the actual measures taken to increase the sources of school financing and the obstacles in the way of increasing the sources of school financing. The study uses the futures studies’ methodology through implementing Delphi method to achieve the objectives of the study. The implementation of Delphi technique is conducted in four consecutive rounds on a sample of experts in the study area consisting of 25 distinguished school principals in the educational areas, during the second semester of the academic year 2017/2018. The study concluded a number of results, the most important of which are: (1) school principals are convinced of the need to diversify school financing sources and increase its sources in light of the high prices and limited budget granted by the government for this purpose; (2) there are specific measures for increasing the support for school financing, the most important of which is to urge parents and society institutions to donate to schools in order to help fill the budget shortfall; (3) there are obstacles which face the attempts to increase the sources of school financing which are legal, regulatory and community partnership-based obstacles. The study came up with several recommendations that would contribute to diversifying school financing sources.
48
Robinson, Jo, Alison L. Calear, and Eleanor Bailey. "Suicide prevention in educational settings: a review." Australasian Psychiatry 26, no. 2 (March 15, 2018): 132–40. http://dx.doi.org/10.1177/1039856218759406.
Full textAbstract:
Objectives: Youth suicide rates are unacceptably high. Schools have long been accepted as an appropriate setting for suicide prevention activities. This review aims to synthesise the evidence for all types of suicide prevention interventions across educational settings. Methods: The review draws on two previous reviews conducted by the authors. In order to be included, studies had to test a specific suicide prevention intervention in an educational setting, have a suicide-related outcome and target young people. Results: A totally of 21 studies were included: 17 were conducted in school settings and four in universities. Seven of the school-based studies (41%) and one of the university studies (25%) were randomised controlled trials. Overall, the trials conducted in schools reported positive effects, as did four of the non- randomised controlled trials. Two of the university-based studies reported positive effects. Both universal and indicated interventions showed positive results; no iatrogenic effects were reported. Conclusions: School-based studies can have a positive impact on suicide-related behaviour and, overall, do not appear to cause harm. Study quality is variable, and the number of studies conducted in school settings far exceed those conducted in universities. These gaps need to be addressed by future research.
49
Shalawati, Shalawati, and Sitti Hadijah. "Teaching Practicum Current Practices: Challenges and Opportunity." J-SHMIC : Journal of English for Academic 5, no. 1 (February 27, 2018): 113–23. http://dx.doi.org/10.25299/jshmic.2018.vol5(1).1261.
Full textAbstract:
The aims of this study is to explore the practicum implementation in order to see barrier occurs and to suggest off possible solution to issues occur into the below specific objectives: (a) to explore form of PPL implementation from several points of view: school partners, supervisor-lecturer, and teacher-student, (b) to overview the actual work of the students in the school, viewing from workload and timing, (c) to describe supervision from school partner teacher, types of supervision and partnership pattern in the classroom. The approaches employed samples from four schools, a university and related research participants all of whom are probed for detail individual and group interview. There is also a look for document review applied for better comprehension of the practice. The selected schools are; two SMPs and two SMAs, all of which lie in Pekanbaru. Then, the university reviewed at was Universitas Islam Riau. The research sees that the currect practice is running well, however, there are few wrong doing happening on the ground that school management and PPL unit need to review about, such as workload of the students, supervision, and illegal request from schools that related to financial or non-financial. The timing of the practicum variation need some unified approached and the university need to delegate supervisor-lecturer for initial talk with schools regarding the timing, at about 2 months period. On the other hand, the preparation of the students is in need of revision in term of their self awarenes for experience-based learning. And post practicum reflection process is strongly suggested for better practice and indivdual strengthening learning process.
50
Kataoka, Sheryl H., Pamela Vona, Alejandra Acuna, Lisa Jaycox, Pia Escudero, Claudia Rojas, Erica Ramirez, Audra Langley, and Bradley Stein. "Applying a Trauma Informed School Systems Approach: Examples from School Community-Academic Partnerships." Ethnicity & Disease 28, Supp (September 6, 2018): 417–26. http://dx.doi.org/10.18865/ed.28.s2.417.
Full textAbstract:
Objectives: Schools can play an important role in addressing the effects of traumatic stress on students by providing prevention, early intervention, and intensive treatment for children exposed to trauma. This article aims to describe key domains for implementing trauma-informed practices in schools.Design: The Substance Abuse and Mental Health Administration (SAMHSA) has identified trauma-informed domains and principles for use across systems of care. This article applies these domains to schools and presents a model for a Trauma-Informed School System that highlights broad macro level factors, school-wide components, and tiered supports. Community partners from one school district apply this framework through case vignettes.Results: Case 1 describes the macro level components of this framework and the leveraging of school policies and financing to sustain trauma-informed practices in a public health model. Case 2 illustrates a school founded on trauma-informed principles and practices, and its promotion of a safe school environment through restorative practices. Case 3 discusses the role of school leadership in engaging and empowering families, communities, and school staff to address neighborhood and school violence.Conclusions: This article concludes with recommendations for dissemination of trauma-informed practices across schools at all stages of readiness. We identify three main areas for facilitating the use of this framework: 1) assessment of school staff knowledge and awareness of trauma; 2) assessment of school and/or district’s current implementation of trauma-informed principles and practices; 3) development and use of technology-assisted tools for broad dissemination of practices, data and evaluation, and workforce training of clinical and non-clinical staff. Ethn Dis.2018; 28(Suppl 2):417-426; doi:10.18865/ed.28.S2.417.