Search results for: bilingual schools

Authors: Suheyla Demi̇rkol Orak

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The requirement of inclusive education is one of the utmost important results of both regular and irregular immigration. The matter in the case of Syrian immigrants is even worse than the other immigrants cases in world history since a massive immigration wave has affected all world countries' socio-economic profiles. When Syrians immigrated from Syria all over the world, they aimed to survive and left behind the war, but surviving is not optional occasion without handling language-related problems. Humans exist and preserve their existence with their language. That is a matter of concern for the integration of Syrians into the hosting countries. Many countries are proceeding with various programs to integrate Syrians into the majority groups by either assimilation or adaptation policies. Turkey has got the lion's share of the Syrian immigration apple, and in the same vein with this situation, its language education system should be analyzed severely in order to come up with a perfect match program for the integration of Syrians. It aimed to generate an inclusive education model for catalyzing the integration process of immigrant Syrian students into the majority socio-economic group via overcoming the language barrier. The identity of the immigrants is prioritized. The study follows a narrative literature review, which aims to review and critique relevant literature and offers a new conceptualization derived from the previous literature. The study derives a critical localized bilingual education model. As the outcome of the narrative literature review, a bilingual education model which prioritized the identity of the target community was designed. In the present study, main bilingual education programs and most of the countries' bilingual education policies were reviewed critically and suggestions were listed for the Syrian immigrants dominantly in Turkey and suggested to be benefitted by the other countries through localizing the practices.

Keywords: bi/multilingual education, sheltered education, immigrants, glocalization, submersion program, immersion program

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Authors: Lindy Valdez, Daryl Parker

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Introduction: There has been much research on academic achievement in elementary schools. Most of the research has been on school leadership. While research has focused on the role of leadership on school improvement, little research has examined what variables the top elementary schools have in common. To undertake school improvement, it is important to understand what factors the best schools share. The purpose of this study was to examine data of the “Best Elementary Schools in California,” based on academic achievement as rated by three prominent websites and determine if these schools had any common factors which were different than the statewide averages. The variables examined included access to subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity. The participants consisted of the top public elementary schools in California based on the websites i)https://www.niche.com/k12/search/best-schools/, ii)https://www.finder.com/best-schools-california,and iii)https://www.schooldigger.com/go/CA/schoolrank.aspx. The data for subject matter specialists (physical education, art, and music), librarians, after school programs, class size, socioeconomic status, and diversity were collected from these top schools and compared to California statewide averages. Results indicate that top public elementary schools in California have a high number of subject matter specialists that teach physical education, art, and music. These positions are on the decline in the average public elementary school in California, but the top schools have abundant access to these specialists. The physical education specialist has the highest statistically significant difference between the nationwide average and the top schools—librarians, and after school programs are also most commonly high in top public elementary schools in California. The high presence of these programs may be aiding academic achievement in less visible ways. Class size is small, socio-economic status is high, and diversity is low among top public elementary schools in California when compared to the statewide average public elementary schools in California. The single largest area of discrepancy was between physical education specialists in a top school and their state and nationwide averages. The socioeconomic status of schools and parents may be an underlining factor affecting several other variables. This affluence could explain how these schools were able to have access to subject matter specialists, after-school activities, and, therefore, more opportunities for physical activity and greater learning opportunities affecting academic achievement.

Keywords: academic achievement, elementary education, factors, schools

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Authors: Binay Pattanayak

Abstract:

More than 9 out of every 10 children in Jharkhand struggle to understand the texts and teachers in public schools. The medium of learning in the schools is Hindi, which is very different in structure and vocabulary than those in children’s home languages. Hence around 3 out of 10 children enrolled in early grades drop out in these schools. The state realized the cause of children’s high dropout in 2013-14 when the M-TALL, the language research shared the findings of a state-wide socio-linguistic study. The study findings suggested that there was a great need for initiating a mother-tongue based multilingual education (MTB-MLE) programme for the state in early grades starting from pre-school level. Accordingly, M-TALL in partnership with department of education designed two learning packages: Bhasha Puliya pre-school education programme for 3-6-year-old children for their school readiness with bilingual picture dictionaries in 9 tribal and regional languages. This was followed by a plan for MTB-MLE programme for early primary grades. For this textbooks in five tribal and two regional languages were developed under the guidance of the author. These books were printed and circulated in the 1000 schools of the state for each child. Teachers and community members were trained for facilitating culturally sensitive mother-tongue based learning activities in and around the schools. The mother-tongue based approach of learning has worked very effectively in enabling them to acquire the basic literacy and numeracy skills in own mother-tongues. Using this basic early grade reading skills, these children are able to learn Hindi and English systematically. Community resource groups were constituted in each school for promoting storytelling, singing, painting, dancing, acting, riddles, humor, sanitation, health, nutrition, protection, etc. and were trained. School academic calendar was designed in each school to enable the community resource persons to visit the school as per the learning plan to assist children and teacher in facilitating rich cultural activities in mother-tongue. This enables children to take part in plethora of learning activities and acquire desired knowledge, skills and interest in mother-tongues. Also in this process, it is attempted to promote 21st Century learning skills by enabling children to apply their new knowledge and skills to look at their local issues and address those in a collective manner through team work, innovations and leadership.

Keywords: community resource groups, learning, MTB-MLE, multilingual, socio-linguistic survey

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Authors: Baran Johansson

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This PhD dissertation aimed to explore children’s writing and reading in L1 (Persian) and L2 (Swedish). It adds new perspectives to reading and writing studies of bilingual biscriptal children with and without reading and writing difficulties (RWD). The study used standardised tests to examine linguistic and cognitive skills related to word reading and writing fluency in both languages. Furthermore, all participants produced two texts (one descriptive and one narrative) in each language. The writing processes and the writing product of these children were explored using logging methodologies (Eye and Pen) for both languages. Furthermore, this study investigated how two bilingual children with RWD presented themselves through writing across their languages. To my knowledge, studies utilizing standardised tests and logging tools to investigate bilingual children’s word reading and writing fluency across two different alphabetic scripts are scarce. There have been few studies analysing how bilingual children construct meaning in their writing, and none have focused on children who write in two different alphabetic scripts or those with RWD. Therefore, some aspects of the systemic functional linguistics (SFL) perspective were employed to examine how two participants with RWD created meaning in their written texts in each language. The results revealed that children with and without RWD had higher writing fluency in all measures (e.g. text lengths, writing speed) in their L2 compared to their L1. Word reading abilities in both languages were found to influence their writing fluency. The findings also showed that bilingual children without reading difficulties performed 1 standard deviation below the mean when reading words in Persian. However, their reading performance in Swedish aligned with the expected age norms, suggesting greater efficient in reading Swedish than in Persian. Furthermore, the results showed that the level of orthographic depth, consistency between graphemes and phonemes, and orthographic features can probably explain these differences across languages. The analysis of meaning-making indicated that the participants with RWD exhibited varying levels of difficulty, which influenced their knowledge and usage of writing across languages. For example, the participant with poor word recognition (PWR) presented himself similarly across genres, irrespective of the language in which he wrote. He employed the listing technique similarly across his L1 and L2. However, the participant with mixed reading difficulties (MRD) had difficulties with both transcription and text production. He produced spelling errors and frequently paused in both languages. He also struggled with word retrieval and producing coherent texts, consistent with studies of monolingual children with poor comprehension or with developmental language disorder. The results suggest that the mother tongue instruction provided to the participants has not been sufficient for them to become balanced biscriptal readers and writers in both languages. Therefore, increasing the number of hours dedicated to mother tongue instruction and motivating the children to participate in these classes could be potential strategies to address this issue.

Keywords: reading, writing, reading and writing difficulties, bilingual children, biscriptal

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Authors: Kimberly Auger

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This paper offers a rudimentary vision of a French Immersion Framework based on inclusion and equity in an Ontario school system. It examines the role that culture plays in responsive and equitable French Immersion education firstly by contextualizing French Immersion Education and Equity and Inclusive Education in the historical and political situation of Ontario, Canada. By laying a foundational understanding of the role culture plays in education, it then argues the importance of acknowledging and including teacher culture, student culture, and school culture into a French Immersion Framework to create a space that is more equitable, inclusive, and responsive to all.

Keywords: French immersion education, Ontario education, equity and inclusive education, bilingual education

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Authors: Autjira Songjan, Poramatdha Chutimant

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This research is intended to study the operational quality assurance of private schools in Bangkok according to the opinions of administrators and teachers. Second is comparing the opinions of administrators and teachers about operating quality assurance process by gender, job and work experience. The sample include administrators and teachers of private schools in the Education School in Bangkok by using a proportion random technic. The questionnaire are used as query operations quality assurance to collect the data of private schools, the statistics that are used to analyze the data using the percentage, mean, standard deviation and Test the difference value and test of variance. The research found that the administrators and teachers have different sex, positions and duties have the different opinions about quality assurance in different statistically insignificant level 0.05 in the elements of performance management and the quality of the service that provided to students in the school.

Keywords: educational quality assurance, performance management, private schools in Bangkok, quality of the service

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Authors: Amin Kaveh Boukani

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Foreign language learning is not straightforward and can be affected by numerous factors, among which personality features like tolerance of ambiguity (TA) are so well-known and important. Such characteristics yet can be affected by other factors like learning additional languages. The current investigation, thus, opted to explore the possible effect of linguistic background (being bilingual or trilingual) on the tolerance of ambiguity (TA) of Iranian EFL learners. Furthermore, the possible mediating effect of TA on multilingual learners' language performance (listening comprehension in this study) was expounded. This research involved 68 EFL learners (32 bilinguals, 29 trilinguals) with the age range of 19-29 doing their degrees in the Department of English Language and Literature of Urmia University. A set of questionnaires, including tolerance of ambiguity (Herman et. al., 2010) and linguistic background information (Modirkhameneh, 2005), as well as the IELTS listening comprehension test, were used for data collection purposes. The results of a set of independent samples t-test and mediation analysis (Hayes, 2022) showed that (1) linguistic background (being bilingual or trilingual) had a significant direct effect on EFL learners' TA, (2) Linguistic background had a significant direct influence on listening comprehension, (3) TA had a substantial direct influence on listening comprehension, and (4) TA moderated the influence of linguistic background on listening comprehension considerably. These results suggest that multilingualism may be considered as an advantageous asset for EFL learners and should be a prioritized characteristic in EFL instruction in multilingual contexts. Further pedagogical implications and suggestions for research are proposed in light of effective EFL instruction in multilingual contexts.

Keywords: tolerance of ambiguity, listening comprehension, multilingualism, bilingual, trilingual

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Authors: G. Lingam, N. Lingam, K. Raghuwaiya

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In Fiji, notable among the recent spate of educational reforms has been the Ministry of Education’s (MoEs) requirement that all schools undertake a process of school strategic planning. This preliminary study explores perceptions of a sample of Fijian teachers on the way this exercise has been conducted in their schools. The analysis of both quantitative and qualitative data indicates that school leaders’ lack of knowledge and skills in school strategic planning is a major limitation. As an unsurprising consequence, the process(es) schools adopted did not conform to what the literature suggests as best planning practices. School leaders need more training to ensure they are better prepared to carry out this strategic planning effectively, especially in widening the opportunities for all who have a stake in education to contribute to the process. Implications of the findings are likely to be pertinent to other developing contexts within and beyond the Pacific region for the training of school leaders to ensure they are better equipped to orchestrate and benefit from educational reforms thrust upon them.

Keywords: school strategic planning, educational reforms, Fijian schools, Ministry of Education

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Authors: Refik Uyanöz, Sadife Güngör, Sevilay Konya

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The aim of this study is to show the employing ability of vocational students. And also, the employment problems of these students are emphasized in this study.The rapid development in technology and information and increased qualified labor is widely affects labor market. On the other hand, labor market will look for educated, qualified, talented and young people. Because of this reason, qualified staff should be educated at vocational high schools. Vocational high schools are one of the best institutions to educate qualified staff. In this research, the conditions of vocational high schools are studied. The difference between the employment policies and current employment problems are researched.

Keywords: vocational high school, employment, employment problems, vocational students

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Authors: Hamid Gholami

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During the years, the language teaching methods have been the offshoots of schools of thought in psychology. The methods were mainly influenced by their contemporary psychological approaches, as Audiolingualism was based on behaviorism and Communicative Language Teaching on constructivism. In 1950s, the text books were full of repetition exercises which were encouraged by Behaviorism. In 1980s they got filled with communicative exercises as suggested by constructivism. The trend went on to nowadays that sees no specific method as prevalent since none of the schools of thought seem to be illustrative of the complexity in human being learning. But some changes can be notable; some textbooks are giving more and more space to repetition exercises at least to enhance some aspects of language proficiency, namely collocations, rhythm and intonation, and conversation models. These changes may mark the reemergence of one of the once widely accepted schools of thought in psychology; behaviorism.

Keywords: language teaching methods, psychology, schools of thought, Behaviorism

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Authors: Kinga Anna Gajda

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The aim of the paper is presented the results of the research project titled: Regional or trans-regional cultural education using the example of museums. In the frame of the project there were prepared: Qualitative and quantitative analysis of the level of schools’ use of museum programs in the period 2010-2015; Qualitative and quantitative analysis of interprovincial co-operation between schools and cultural institutions; intevied and questionnaries. That was a research materials. Informal education may include classes that use visual culture - museum lessons. The paper will examine what range of programs is offered schools by the museums. On the basis of the conducted analysis, the paper will verify what programs addressing the schools are directly coincided with the material taught in schools or as a supplement to existing curriculum. The paper will answer the question is the museum-based education the part of school education, the teaching parallel or a separate category of teaching.

Keywords: museum-based education, school, parallel teaching, curriculum

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Authors: Numra Qayyum, Samina Sarwat, Noor ul Ain

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Bilingual speakers generally can speak both languages with the same competency without mixing them intentionally and making mistakes, but sometimes errors occur in language selection. This quantitative study particularly deals with the language errors made by Urdu-English bilinguals. In this research, researchers have given special attention to the part played by bottom-up priming and top-down cognitive control in these errors. Unstable Urdu-English bilingual participants termed pictures and were prompted to shift from one language to another under the pressure of time. Different situations were given to manipulate the participants. The long and short runs trials of the same language were also given before switching to another language. The study is concluded with the findings that bilinguals made more errors when switching to the first language from their second language, and these errors are large in number, especially when a speaker is switching from L2 (second language) to L1 (first language) after a long run. When the switching is reversed, i.e., from L2 to LI, it had no effect at all. These results gave the clear responsibility of all these errors to top-down cognitive control.

Keywords: bottom up priming, language error, language switching, top down cognitive control

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Authors: Siamrotul Ayu Masruroh

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Cases of sexual violence among Islamic boarding schools have now reached a point of equal concern with other cases of sexual violence that have occurred in universities, schools, offices, mass halls, and even churches. Worse yet, several cases of sexual violence that occurred in Islamic boarding schools were actually carried out by religious authorities such as kyai, caregivers, and ndalem families. This article discusses the phenomenon of cases of sexual violence and mistreatment of victims with cases that occurred in the Shiddiqiyyah Islamic boarding school, the importance of creating a safe space, preventing and dealing with sexual violence in Islamic boarding schools. The author uses the theory of masculinity from Raewyn W. Connell to see sexual violence in Islamic boarding schools and its relation to masculinity and femininity. In addition, the author also uses the spiral theory of violence from Dom Helder Camara to analyze the persecution case. The author conducted a literature study, observation, questionnaire, and interviews in the process of this research.

Keywords: sexual violence, islamic boarding school, safe space, women

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Authors: Khin Khin Thant Sin

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This study is a case study which investigates successful and ongoing bottom-up innovations for school improvement initiatives in Hungary. Two innovative schools are selected in this study due to their outstanding achievement during the past ten years in Hungary. In one school, data from the personal experiences of a school principal who initiated the bottom-up innovation are included. For the second school, three interviews were carried out with two schoolteachers and one secondary school student. In addition, desk research, including the principal’s published articles, the schoolteachers’ master thesis, the school websites, and other published articles, are analysed to explore the schools’ innovative processes. This study investigates how bottom-up innovation led to major achievements in student learning, teacher professional development, networking and collaboration with other schools, and the establishment of successful partnerships with universities. The highlight of this study is how innovative schools can be the major sources promoting educational innovations as well as improving teacher education, especially in initial teacher education and continuous professional development.

Keywords: school innovation, teacher education, hungary, educational innovation, school improvement

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Authors: Yuqiao Zhou

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The Sapir-Whorf hypothesis (SWH) emphasizes the effect produced by language on people’s minds. According to linguistic relativity, language has evolved over the course of human life on earth, and, in turn, the acquisition of language shapes learners’ thoughts. Despite much attention drawn by SWH, few scholars have attempted to analyse people’s thoughts via their literary works. And yet, the linguistic choices that create a narrative can enable us to examine its writer’s thoughts. Still, less work has been done on the impact of language on the minds of bilingual people. Internationalization has resulted in an increasing number of bilingual and multilingual individuals. In China, where more than one hundred languages are used for communication, most people are bilingual in Mandarin Chinese (the official language of China) and their own dialect. Taking as its corpus the ethnic minority myth of Ge Sa-er Wang by Alai and its English translation by Goldblatt and Lin, this paper aims to analyse the effects of culture on bilingual people’s minds. It will first analyse Alai’s thoughts on using the original version of Ge Sa-er Wang; next, it will examine the thoughts of the two translators by looking at translation choices made in the English version; finally, it will compare the cultural influences evident in the thoughts of Alai, and Goldblatt and Lin. Whereas Alai can speak two Sino-Tibetan languages – Mandarin Chinese and Tibetan – Goldblatt and Lin can speak two languages from different families – Mandarin Chinese (a Sino-Tibetan language) and English (an Indo-European language). The results reveal two systems of thought existing in the translators’ minds; Alai’s text, on the other hand, does not reveal a significant influence from North China, where Mandarin Chinese originated. The findings reveal the inconsistency of a second language’s influence on people’s minds. Notably, they suggest that the more different the two languages are, the greater the influence produced by the second language culture on people’s thoughts. It is hoped that this research will expand the scope of SWH as well as shed light on future translation studies on ethnic minority literature.

Keywords: Sapir-Whorf hypothesis, cultural translation, cultural-specific items, Ge Sa-er Wang, ethnic minority literature, Tibet

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Authors: Babajide Solomon Faloore

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This study on the comparative analysis of the performance of teachers in private and public schools was carried out in Ibadan North West Local Government Area of Oyo State. This study examined the justification for the claim that there is a difference in the performance of teachers in private and public primary schools and at the same time identified factors responsible for the difference in the performance of these teachers. A descriptive survey research design was used for the study. Data generated were analyzed using t-test and regression analysis. The findings of the study revealed that there is significance difference in the performance of teachers in private and private primary schools in Ibadan North West Local Government Area of Oyo State( t=64.09; df=459; p,.05). The findings also revealed that the method of teaching in private primary schools is significantly different from the method of teaching in public primary schools in Ibadan North West Local Government Area of Oyo State (t=73.08; df=459; p,.05). Findings revealed that school leadership and management have a significant contribution on the performance of private and public primary school teachers in Ibadan North West Local Area of Oyo State. Based on the finding, the following recommendations were made: Primary school teachers need to be motivated and rewarded for excellent performance. Primary schools should be properly equipped with teaching–aid facilities, laboratories, and libraries. The government should use the findings of this study to improve on teaching materials provided to the primary school teachers in Nigeria. Public primary schools should be designed by education planners, administrators, and government. Headmasters, proprietors, and teachers of primary schools should look inward and give a performance appraisal and evaluation of themselves from time to time based on the subject they taught. Finally, school administrators should be conscious of the way they manage the teachers in schools not only in informal situations but also in formal settings.

Keywords: private education, public education, school leadership, school management, teachers performance

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Authors: Lorifel Hinay

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Natural disasters have increased in frequency and severity in the Philippines over the years resulting to detrimental impacts in school properties and lives of learners. The topography of the Province of Southern Leyte is a hotspot for inevitable natural disaster-causing hazards that could affect schools, cripple the educational system and cause environmental, cultural and social detrimental impacts making Disaster Risk Reduction and Management (DRRM) an indispensable platform to keep learners safe, secure and resilient. This study determined the schools’ vulnerability and risk assessment to earthquake, landslide, flood, storm surge and tsunami hazards, and its relationship to status in disaster preparedness. Descriptive-correlational research design was used where the respondents were School DRRM Coordinators/School Administrators and Municipal DRRM Officers. It was found that schools’ vulnerability and risk were high in landslide, medium in earthquake, and low in flood, storm surge and tsunami. Though schools were moderately prepared in disasters across all hazards, they were less accomplished in group organization and property security. Less planning preparation and less implementation of DRRM measures were observed in schools highly at risk of earthquake and landslide. Also, schools vulnerable to landslide and flood have very high property security. Topography and location greatly contributed to schools’ vulnerability to hazards, thus, a school-based disaster preparedness plan is hoped to help ensure that hazard-exposed schools can build a culture of safety, disaster resiliency and education continuity.

Keywords: disaster risk reduction and management, earthquake, flood, landslide, storm surge, tsunami

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Authors: Suppara Charoenpoom

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This study focuses on 1) a good-quality management procedures of buildings and environment in schools 2) designing the management procedures and 3) creating an operation manual for the procedures. This study is the combination of qualitative and quantitative research method. Populations in the research were 83 deans and directors of primary and secondary schools from the 10th educational district in Samut Songkram. Sample group was selected from the voluntary deans and directors. There were 14 participants in sample group. Research tools in this study were divided into 2 categories. The first one was data-collecting tools, which were in-depth interview and questionnaires. The second one was the designing tools to help creating management procedures: quality business, quality work procedure and key quality indicator of each activity in schools. All data were analyzed by mean and standard deviation. The result from this study has found out 1 effective process of building and environment management for basic education schools which is called Quality Business Process (QBP) and 7 Quality Work Procedures (QWP). In terms of academic feasibility checkup by experts, the research had shown that new design of building and environment management was approved unanimously. It means that new process of building and environment management in schools works very well and can be adapted. After examining the possibility of management process being used in schools by calculating the mean value among sample group (14 school deans and directors), the mean value was between 0.64-1.00. It means that the new design of building and environment management can be operated effectively in schools. For the satisfaction part, deans and school directors gave the satisfaction score in the highest level (Mean = 4.7372, S.D. = 0.4385).

Keywords: buildings, environment, procedures, quality management

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Authors: Popoola Sulaimon Akorede, Muinat A. Agbabiaka-Mustapha

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The Quranic / piazza school where the rudiments of Islam are being imparted from the teaching of Arabic/ Quranic alphabets which later metamorphosized to higher fundamental principles of Islam is the major determinant of the existence of Islam in any part of south western Nigeria. In other words, one can successfully say that where there is a few or non-existence of such schools in that part of the country, the practice of the religion of Islam would be either very low or not existing at all. However, it has been discovered in the modern worlds that several challenges are militating against the development of these schools and among these challenges are poor admission policy, inadequate facilities such as learning environment and instructional materials, curriculum inadequacy and the management and the administration of the schools which failed to change in order to meet the modern contemporary Educational challenges. The focus of this paper therefore is to improve the conditions of these basic Islamic schools through the introduction of quality assurance and integrating accreditation Exercise to improve their status in order to enhance economic empowerment and to further their educational career in the future so that they will be able to compete favourably among the graduates of conventional universities. The scope of this study is limited to only seven (7) states of yorubaland and with only three (3) proprietors/ schools from each state which are Lagos, Oyo, Ogun, Osun, Ekiti, Ondo and parts of Kwara State. The study revealed that quality assurance as well as accreditation exercise are lacking in all the local Arabic/Quranic schools. Suggestions are proffered towards correcting the anomalies in these schools so that they can meet the modern Educational standard.

Keywords: accreditation, quality assurance, Quranic schools, South-western Nigeria

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Authors: Hafiz M. Inamullah, Altaf Ullah

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Environmental degradation is a serious issue that has adverse impacts on the human population locally, regionally, and globally. There is a dire need to adopt an environmentally friendly lifestyle to minimize further environmental degradation. One of the mediums through which environmentally friendly attitudes and behavior may be inculcated is through school education. The purpose of this study was to investigate environmental activities organized in High Schools of District Peshawar. The population for this study was comprised of 77 Headmasters of the High Schools in District Peshawar. A sample of 65 Headmasters was selected randomly from the above-mentioned population. One questionnaire was developed from the relevant literature for the Headmasters and was self-administered by the researcher. The collected data was entered into Excel and was analyzed and interpreted through SPSS 20 using the frequencies and percentages, and the Chi-square test was applied. The results indicated that most high schools had never organized environmental activities for secondary-level students. It was suggested that the high schools might organize various environmental activities such as plantations, park visits, debate competitions, environmental clubs, and drawing competitions.

Keywords: proinvirmenlaism, Khyber Pakhtunkhwa, secondary level, Peshawar

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Authors: Oyetunji John Adenuga

Abstract:

This study on the comparative analysis of the performance of teachers in private and public schools was carried out in Ibadan North West Local Government Area of Oyo State. This study examined the justification for the claim that there is difference in the performance of teachers in private and public primary schools and at the same time identified factors responsible for the difference in the performance of these teachers. A descriptive survey research design was used for the study. Data generated were analysed using t-test and regression analysis. The findings of the study revealed that there is significant difference in the performance of teachers in private and private primary schools in Ibadan North West Local Government Area of Oyo State (t=64.09; df=459; p,.05). The findings also revealed that the method of teaching in private primary schools is significantly different from the method of teaching in public primary schools in Ibadan North West Local Government Area of Oyo State (t=73.08; df=459; p,.05). Findings revealed that school leadership and management have significant contribution on the performance of private and public primary school teachers in Ibadan North West Local Area of Oyo State. Based on the finding, the following recommendations were made: Primary school teachers need to be motivated and rewarded for excellent performance. Primary schools should be properly equipped with teaching-aid facilities, laboratories and libraries. Government should use the findings of this study to improve on teaching materials provided to the primary school teachers in Nigeria. Public primary schools should be designed by education planners, administrators and government. Headmasters, proprietors and teachers of primary schools should look inward and give a performance appraisal and evaluation of themselves form time to time based on subject they taught. Finally, school administrators should be conscious of the way they manage the teachers in schools not only in informal situations but also in formal settings.

Keywords: private education, public education, school leadership, school management, teachers performance

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Authors: Pepe Marais, Krishna Govender

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This study aimed to investigate the impact of “purpose” as a principal leadership skill on the performance of two township schools using a quantitative research design and collecting data from the school principals, teachers and matric learners, using the 28-scale Servant Leadership Test as well as Gallup’s Q12 Employee Engagement survey. The questionnaires addressed the key objectives, namely, the extent to which the principals of the participating schools exhibited servant leadership and their understanding of “purpose” as one word in leadership and how teachers and learners perceived the impact of a “one-word” purpose-driven leader on the performance of the selected schools. Although no relationship could be demonstrated between ‘’purpose’’ and the performance of the two township schools, it became evident that a significant increase in Servant Leadership leads to a significant increase in engagement and performance, as measured by the matric pass rate. It is recommended that workshops be facilitated with principals and teachers in order to entrench ‘’purpose’’ deeper throughout the schools. In addition, Servant Leadership training has to be conduced to increase the leadership ability of the school principals. Future research in the area of ‘’purpose as one word’’, as well as Servant Leadership as a principal skillset within South Africa’s public school leadership, is recommended.

Keywords: school leadership, servant leadership, one-word purpose, engagement, leadership

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Authors: Sara Rute Monteiro Silva Sousa

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Since the second half of the 20th century, environmental problems began to generate deep concern around the world. The harmful effects of human's irresponsible actions are increasingly evident, profoundly affecting biodiversity and even human health. Given the seriousness of this human footprint, governments, organizations, and civil society must all be more proactive and adopt more effective measures to solve environmental problems and promote sustainable development. This can be achieved through different tools, namely through a more efficient education that enables current and future generations to meet their needs in an integrated approach to the economic, social, and environmental dimensions of sustainable development. In this context, schools play a key role, being responsible for educating today's students and tomorrow's leaders, decision makers, intellectuals, managers, politicians, employers, and parents. Aware of this crucial role of education and schools, the Foundation for Environmental Education created the Eco-Schools program in 1992, ensuring that schools develop a whole-school approach to environmental and sus-tainable education. This research aims to increase knowledge and information about the efficiency of the Eco-Schools program as a promoter of more sustainable schools and communities. This research study analyses a specific case of a Portuguese higher education institution in the area of management, accounting, and administration. A description, reflection, and discussion are made on some of the main measures implemented in the last academic year of 2021/22 within the scope of the Eco-Schools program, concluding that, despite some implementation difficulties, the program was successfully developed, involving the participation of students, teachers, staff, and outside school community members, being awarded with the Green Flag as a recognition of its key contribution to a more sustainable society.

Keywords: sustainable development, environmental education, eco-schools program, higher education institutions, portugal

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Authors: Mohamad Saleh Sangin Ostadi, Esmail Safari, Somayeh Akbari, Kaveh Qaderi Bagajan

Abstract:

The aim of this study is to compare abused and normal male students in Tehran guidance schools with emphasis on the co-dependency of their mothers. The method of this study is based on survey method and comparison (Ex-Post Facto). The method of sampling is also multi-stage cluster. Accordingly, we did sampling from secondary schools of education and training in Tehran, including 12 schools with levels of first, second and third. Each of the schools represents the three – high, medium and low- economic and social conditions. In the following, three classes from every school and 20 students from each class were randomly selected. By (CTQ) abused and normal students were separated that 670 children were recognized as normal and 50 children as abused. Then, 50 children were randomly selected from normal group and compared with abused group. Using Spanned-Fischer Co-dependency Scale, we compared mothers of abused and normal students. The results showed that mothers of the abused children have higher co- dependency average comparing to the mothers of the normal children.

Keywords: co-dependency, child abuse, abused children, parental psychological health

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Authors: Binod Duwadi

Abstract:

This article examines the language and literacy practices of English Code-mixing in Nepalese Classroom. Situating the study within an ecological framework, a systematic functional linguistic (SFL) approach was used to analyze students writing in two Neplease schools. Data collection included interviews with teachers, classroom observations, instructional materials, and focal students’ writing samples. Data analyses revealed vastly different language ecologies between the schools owing to sharp socioeconomic stratification, the structural organization of schools, and the pervasiveness of standard language ideology, with stigmatizes English code mixing (ECM) and privileges Standard English in schools. Functional analysis of students’ writing showed that the nature of the writing tasks at the schools created different affordances for exploiting lexicogrammatically choices for meaning making-enhancing them in the case of one school but severely restricting them in the case of another- perpetuating the academic disadvantage for code mixing speakers. Recommendations for structural and attitudinal changes through teacher training and implementation of approaches that engage students’ bidialectal competence for learning are made as important first steps towards addressing educational inequities in Nepalese schools.

Keywords: code-mixing, ecological perspective, systematic functional approach, language and identity

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Authors: Oluyemi Christianah Ojo

Abstract:

This study seeks to investigate the quality of ICT provided in the new Caring Heart schools in Ondo State, Nigeria. The population for the study was all caring Heart Mega Schools in Ondo State, Nigeria. Research questions were generated; two instruments CCCMS and TQCUC were used to elicit information from the schools and the teachers. The study adopts descriptive survey approach. The studies revealed and concluded that ICT components were available and adequate in these schools, Charts showing ICT components and other forms of computer devices used as instructional materials were available but were not adequate; teachers teaching computer studies are competent in the delivery of instructions and in handling computer gadgets in the laboratory. The study recommended the provision of steady electricity, uninterrupted internet facilities and provision of adequate ICT components and charts for effective teaching delivery and learning.

Keywords: facilities, information communication technology, mega primary school, primary education

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Authors: Collence Takaingenhamo Chisita, Munyaradzi Shoko

Abstract:

Library and Information Science Schools play significant roles in socio–economic transformation but in most cases they are downplayed or overshadowed by other institutions, and professions. Currently Zimbabwe boasts of high literacy rate in Africa and this success would have been impossible without the contributions of library schools and related institutions. Libraries and librarians are at the epicentre of socio-economic development and their role cannot be downplayed. It is out of this context that the writer will explore the extent to which library schools are contributing towards socio-economic transformation, for example, human capital development and facilitating access to information. The writer will seek to explain and clarify how LIS schools are engaged in socio-economic transformation through supporting education and culture through community engagement. The paper will examine the LIS education models, for example, general education and Technical Vocational Education and Training (TVET) or Competency Based Education and Training (CBET). It will also seek to find out how LIS Schools are contributing to the information/knowledge economy through education, training and research. The writer will also seek to find out how LIS Education is responding to socio-economic and political dynamics in Zimbabwe amidst forces of globalisation and cultural identities. Furthermore, the writer will explore the extent to which LIS education can help to reposition Zimbabwe in the global knowledge economy. The author will examine how LIS schools integrate culture and technology.

Keywords: development, information/knowledge economy, culture, empowerment, collaboration, globalisation

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Authors: Kara Rosenblatt, Kevin Badgett, James Eldridge

Abstract:

There is a preponderance of information regarding the overall effectiveness of charter schools and their ability to increase academic achievement compared to traditional district schools. Most research on the topic is focused on comparing long and short-term outcomes, academic achievement in mathematics and reading, and locale (i.e., urban, v. Rural). While the lingering unanswered questions regarding effectiveness continue to loom for school leaders, data on charter schools suggests that enrollment increases by 10% annually and that charter schools educate more than 2 million U.S. students across 40 states each year. Given the increasing share of U.S. students educated in charter schools, it is important to better understand possible differences in student achievement defined in multiple ways for students in charter schools and for those in Independent School District (ISD) settings in the state of Texas. Data were retrieved from the Texas Education Agency’s (TEA) repository that includes data organized annually and available on the TEA website. Specific data points and definitions of achievement were based on characterizations of achievement found in the relevant literature. Specific data points include but were not limited to graduation rate, student performance on standardized testing, and teacher-related factors such as experience and longevity in the district. Initial findings indicate some similarities with the current literature on long-term student achievement in English/Language Arts; however, the findings differ substantially from other recent research related to long-term student achievement in social studies. There are a number of interesting findings also related to differences between achievement for students in charters and ISDs and within different types of charter schools in Texas. In addition to findings, implications for leadership in different settings will be explored.

Keywords: charter schools, ISDs, student achievement, implications for PK-12 school leadership

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Authors: Turki Alotaibi

Abstract:

Student counseling programs can provide many benefits to students in schools all around the world. In theory, the government of the Kingdom of Saudi Arabia (Saudi Arabia) has committed itself to school counseling programs in educational institutions throughout the country. Student counselors face a number of burdens and obstacles that impact student counseling programs. It is also widely known that Saudi Arabia has extremely high prevalence rates for overweight and obesity, anxiety and depression, and diabetes in children. It has also been demonstrated that teachers and staff are inadequately prepared when dealing with health issues relating to diabetes in schools in Saudi Arabia. This study will clearly demonstrate how student counselors in Saudi Arabia could become 'New Educators' in Saudi schools in relation to these health issues. This would allow them to leverage their position as student counselor to improve the management of these health issues in Saudi schools, to improve the quality of care provided to school children, and to overcome burdens and obstacles that are currently negatively affecting student counseling in Saudi schools.

Keywords: anxiety and depression, diabetes, overweight and obesity, policy recommendations, student counseling, The Kingdom of Saudi Arabia

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Authors: Laura Beckmann, Sabrina Rutter, Isabell Van Ackeren, Nina Bremm, Esther Dominique Klein, Kathrin Racherbäumer

Abstract:

Current evidence demonstrates that schools in socially disadvantaged contexts are often characterized by lower school performance and lower educational qualifications among the student body, compared to schools in more privileged socio-spacial contexts. At the same time, national and international findings on schools with structural and social challenges show that certain school and classroom development strategies, as well as human and material resources, can significantly contribute to improved school performance of students. The aim of this contribution is to present a 6-year mixed-methods study (Talent Schools in North Rhine-Westphalia), which is designed as a school experiment addressing the well-acknowledged inequality of educational opportunities in the German school system. Started in the year 2019 and funded by the Ministry for School and Education of the State of North Rhine-Westphalia, the study targets schools in socio-spatially disadvantaged areas, which have increasingly been the focus of both public debate and educational policy. In the German-speaking countries, however, there is little knowledge available on the structure and design of complex strategies for school and classroom development that describe successful approaches to the further development of schools in disadvantaged locations in a process-oriented manner. Given these shortcomings, the present study aims at a longitudinal analysis of school and classroom development processes within 60 ‘talent schools’, whereby concrete micro-progressions within individual schools are documented and aggregated to general processes that may either impede or promote development. The main research question is the following: With the help of which strategies and (teaching) concepts, with which use of resources and with which forms of cooperation can schools contribute to the development of student achievement, including educational qualifications and transition rates in education and employment? Thus, the ‘talent schools’ may serve as examples of how social background can successfully be decoupled from educational success at schools with special structural and procedural challenges. The major chances and challenges of this project will be discussed.

Keywords: educational inequality, school development, student achievement, mixed-methods study

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