Quality Management of School Education Based on School Principle Leadership Role, Teacher Professionalism, and Community Participation In East Kalimantan

Speaking of education, the first thing that come accross our minds is “school”. In this case school is a public organization that provides education services for the community in order to improve the quality of individual communities. Therefore, it becomes a natural thing when people demand the availability of “good school” which reflected the effectiveness of school performance concerned. This is where the quality of education management in schools requiring the role of school leadership, teachers’ professionalism, as well as optimal community participation. Grade or more commonly known as quality constitutes the picture of whole characteristic of goods or services that show its capacities in satisfying the needs of the users. With regards to education in schools, the quality of education always refer to the specifications of educational services in accordance with the purpose or benefit of education itself. That is why, it can be said that the success of an educational program organized by a school organization would be very difficult to achieve without the alignment of views between the principal, teachers and the community about the true meaning of education, and how should the educational process in the school is implemented. Therefore, as it should be the school leaders that in this case is the principal, teachers and communities will work together in an integrated way to implement each educational ideals to form the next generation of good quality in terms of knowledge, skills, and attitudes and moral

Factors Causing Academic Anxiety in Students With Special Needs

This study aimed to determine the factors that affect the academic anxiety of students with special needs at the Faculty of Teacher Training and Education at Universitas PGRI Yogyakarta. Qualitative research methods were used. 9 students with special needs participated, including lecturers of guidance and counseling and lecturers of special education. According to the findings, the factors causing academic anxiety in students with special needs came from themselves (personally), from the surrounding environment, and in the learning process, especially in doing assignments given by the lecturer, and due to the final results/grades. Keywords: academic anxiety, students with special needs, student

Taxonomy of Affective Curriculum for Gifted Learners

Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today\u27s schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework\u27s development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted

Teaching workload in 21st century higher education learning setting

A standard equation on teaching workload calculation in the previous academic setting only includes the contact hours with students through lecture, tutorial, laboratory and in-person consultation (i.e. one-to-one final year project consultation). This paper discusses teaching workload factors according to the current higher-education setting. Devising a teaching workload equation that includes all teaching and learning strategies in the 21st century higher education learning setting is needed. This is indeed a challenging task for the academic administrators to scrutinize every single parameter that accounted for teaching and learning. In this work, we have discussed the parameters which are significant in teaching workload calculation. For instance, the conventional in-person contact with the students, type of delivery, type of assessment, the preparation of materials for flipped classroom as well as MOOC, to name a few. Teaching workload also affects quality teaching and from the academic perception, the higher workload means lower-quality teaching

Transition to a Career Calling: A Phenomenological Study

This phenomenological study explored the experience of eight adults as they perceived, recognized, and transitioned (from valued work) to their career callings. The central phenomenon of this research, callings, is defined as “inner directives towards meaningful life pursuits” (Wall, 2010, p. 7). The response to a calling was explored using William Bridge’s model for moving through life transitions. The research participants were teachers in midlife who had taught in grades K-12 for a minimum of five years after participating in an alternative teacher certification program. Semi-structured interviews included the use of expressive arts providing rich descriptions of the lived experiences of participants. The use of a visual representation facilitated the communication process by providing increased fluency and clarity of the interview responses. Themes from the study included three characteristics of teachers having responded to a calling: (a) integrity or wholeness in the role, (b) innate ability for the work, and (c) a focus on others. Furthermore, six of the eight research participants identified God as the source of their calling. Evidence also illustrated that participants were willing to pay the price of reduced salary, increased responsibilities, or less prestige in transitioning to the career they perceived as their calling. Six of eight of the participants’ childhood experiences were influential in the eventual recognition and transition to their calling with four individuals’ experiences involving childhood difficulties in school. Weaving emerging patterns from interviews and arts-based research within a frame of the contextual constructs of transitions and midlife, provided a unique perspective into the complexity of adult development for these eight research participants. Although no expectation of generalizability exists for the results of qualitative research, as leaders and learners, we all have the opportunity to examine patterns and reflect on applicability in our work environments. It is the hope that individual insight into the prospect of discovering alignment and meaning in career choice will positively impact satisfaction levels and effectiveness for participants in alternative certification programs and other adult education transitional programs

Faculty members' perceptions toward the Learning Opportunities During the Coronavirus (COVID-19) via Learning Management System (LMS)

The COVID-19 Coronavirus pandemic has severely affected educational institutions. Learning has become wholly dependent on digital platforms that have helped the immediate transition from face-to-face to distance education. This study focused on faculty members' perceptions and opinions regarding opportunities to use learning management systems (LMS) during the pandemic. The phenomenological qualitative approach was used, and the sample included (10) faculty members. The data was collected through the semi-structured interview tool and analyzed using objective analysis. The results showed several opportunities for learning through learning management systems considering the Corona pandemic. These can be developed in the future by continuing learning through electronic platforms and applying the integration between the electronic system and the traditional system. These opportunities were represented in four main topics: e-learning structure, social interactions, outputs, and attitudes toward e-learning, where each main topic contains a set of subtopics

“A Happy and Caring School”: Capturing the Voices of Dyslexic and Non-dyslexic Learners about Their Ideal and Actual School Experiences

The increase in the number of students with special educational needs (SEN) studying in mainstream schools in Singapore has led to growing development in inclusive education practices. However, there are few studies that have explored these students’ views about their schooling experiences and the barriers and support that they experience. This present study sought to explore the perspectives of dyslexic learners, their parents and educators on their views on an ideal school environment and actual mainstream primary school experiences. It was hoped that by finding discrepancies between the ideal and actual, the study would raise gaps in the provision and promote positive change in students’ mainstream school experience. Six pairs of dyslexic child-parent dyads, seven pairs of non-dyslexic child-parent dyads and 5 educators who have been in the support of dyslexic individuals in mainstream settings were recruited. All learners had either completed primary education or were in their last few months of completing primary school at the time of research. Semi-structured interviews were conducted and analysed using thematic analysis. The findings revealed that dyslexic learners had a greater emphasis on their physiological and safety needs to be met. In contrast, non-dyslexic learners placed a greater focus on developing mastery and gaining in-depth knowledge, while considering the physical aesthetic needs of the learning environment. Dyslexic learners sought to have schools that offered a safe and supportive environment where there are no bullies. Their parents sought for provisions that would build their confidence and school engagement. Dyslexic learners who were interviewed generally had a mixed school experience. Regardless of SEN, all dyslexic and non-dyslexic learners faced the cultural pressure to excel academically, and some experienced bullying and peer difficulties. While all learners found a significant adult at school, the overall support offered varied within and across school and was limited. As stressed by all participants (dyslexic and non-dyslexic) groups, joint efforts by parents, teachers, school leaders, the education system and the wider society is needed to improve inclusion and school experience for all learners. Implications for schools and educational psychologist practice, and recommendations for future research are considered

Developing creativity in exceptional young dancers: An investigation of the Dance4 Centre for Advanced Training (CAT) programme

This research study is an investigation on the development of creativity in dance training for exceptional young dancers in the UK. The aim for this research is to articulate how creativity is conceptualised in dance training and to provide insight into how creativity might be further nurtured. The Dance4 Centre for Advanced Training (CAT) programme, a pre-vocational training programme for young dance talents aged 11-18 in the East Midlands, is the primary field of study. Through an ethnographically informed approach to dance studies, this qualitative research provides a multi-dimensional narrative. As the researcher, I take on the role of both a non-participatory observer as well as an active dance teacher in the programme, allowing for the teaching and learning of dance at Dance4 CAT to be examined from both the periphery as well as within. The notion of modalities of learning is proposed as a new approach in conceptualising how learning is achieved in dance training. In order to capture findings from the ethnographic field, the Replication-Discovery Model of Creativity in Dance Learning is devised to illustrate the relationship between pedagogic intent, modalities of learning and creativity. Through investigation, reflection and development of pedagogical practices and curriculum design, this research aims to contribute to the future development of the Dance4 CAT programme as well as training for exceptional talents in dance both nationally and internationally. This study argues for dance training that embraces the integration of multiplicities stemming from the agency of young dancers as a possible way of nurturing creativity

A Case Study of Introverted Leadership in a Suburban High School in Central Texas

Introverted leaders are instrumental in building relationships and teams, setting benchmarks and pursuing academic goals, and planning and strategizing the implementation of performance initiatives. This qualitative case study illustrated how educational leadership has been previously isolated to extraverts and clarifies the need for introverted leadership. The purpose of this study was to explore ways in which high school leaders identify themselves as introverts and demonstrate the strengths of introverted leadership within the parameters of their professional roles. This study followed three introverted administrators at a suburban Texas secondary campus. Participants were observed in their professional settings: in meetings, correspondence, duty assignments, and in the physical design of their office spaces. Semistructured interviews were conducted and, after coding, revealed three themes: introversion through the participant’s lens; introverted leadership unraveled; and personal imprints of introverted leadership. One of the major findings of this study was that viewing introverted leadership as a strength, rather than a treatable illness, alters the perspective and allows for the consideration that school leadership may now require more than one leadership personality. The contributions of introverted leaders can be seen in specific circumstances or areas of leadership potential that have not always been effectively utilized. This study filled important gaps in existing research and scholarship in terms of understanding the value of introverted leadership for school administrators while also providing more opportunities for career choices and leadership prospects to introverted leaders

Teaching gifted and talented children in a new educational era

Promotion of giftedness is the development of an individual\u27s potential taking into account their environment and personal character traits. However, while extracurricular enrichment activities, pull-out courses and other didactic interventions focus on the individual\u27s potential, personalization in regular classrooms is still an area in need of improvement in school systems worldwide