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Journal articles on the topic 'Charter schools Special education'
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1
Sass, Tim R. "Charter Schools and Student Achievement in Florida." Education Finance and Policy 1, no. 1 (March 2006): 91–122. http://dx.doi.org/10.1162/edfp.2006.1.1.91.
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I utilize longitudinal data covering all public school students in Florida to study the performance of charter schools and their competitive impact on traditional public schools. Controlling for student-level fixed effects, I find achievement initially is lower in charters. However, by their fifth year of operation new charter schools reach a par with the average traditional public school in math and produce higher reading achievement scores than their traditional public school counterparts. Among charters, those targeting at-risk and special education students demonstrate lower student achievement, while charter schools managed by for-profit entities peform no differently on average than charters run by nonprofits. Controlling for preexisting traditional public school quality, competition from charter schools is associated with modest increases in math scores and unchanged reading scores in nearby traditional public schools.
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Swanson, Elizabeth A. "Special Education Services in Charter Schools." Educational Forum 69, no. 1 (March 31, 2005): 34–43. http://dx.doi.org/10.1080/00131720408984663.
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Garcy, Anthony M. "High Expense: Disability Severity and Charter School Attendance in Arizona." education policy analysis archives 19 (February 28, 2011): 6. http://dx.doi.org/10.14507/epaa.v19n6.2011.
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Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.
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Lacireno-Paquet, Natalie, Thomas T. Holyoke, Michele Moser, and Jeffrey R. Henig. "Creaming Versus Cropping: Charter School Enrollment Practices in Response to Market Incentives." Educational Evaluation and Policy Analysis 24, no. 2 (June 2002): 145–58. http://dx.doi.org/10.3102/01623737024002145.
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Proponents of school choice present market-based competition as a means of leveling disparities between race, class and performance in public school systems. Opponents see school choice as threatening to exacerbate this problem because competition for students will pressure individual schools into targeting students with the highest performance and the least encumbered with personal and social disadvantages. We suggest that some charter schools, by background and affiliation, are likely to be more market-oriented in their behavior than others, and test the proposition that market-oriented charter schools engage in cream-skimming while others disproportionately serve highly disadvantaged students. Comparing student composition in market-oriented charter schools, nonmarket-oriented charter schools, and traditional public schools in Washington, DC, we find little evidence that market-oriented charters are focusing on an elite clientele, but they are less likely than the other two types of schools to serve some high need populations. Rather than skimming the cream off the top of the potential student population, market-oriented charter schools may be “cropping off” service to students whose language or special education needs make them more costly to educate.
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Corcoran, Sean P., and Jennifer Jennings. "The Gender Gap in Charter School Enrollment." Educational Policy 32, no. 5 (November 7, 2016): 635–63. http://dx.doi.org/10.1177/0895904816673737.
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Many studies have investigated whether students in charter schools differ systematically from those in traditional public schools with respect to prior achievement, special education, or English Language Learner status. None, however, has examined gender differences in charter school enrollment. Using data for all U.S. public schools over 11 years, we find charters enroll a higher fraction of girls, a gap that has grown steadily over time and is larger in secondary grades and KIPP schools. We then analyze longitudinal student-level data from North Carolina to examine whether differential rates of attrition explain this gap. We find boys are more likely than girls to exit charters once enrolled, and gender differences in attrition are larger than in traditional schools. However, the difference is not large enough to explain the full enrollment gap between charter and traditional schools in North Carolina, suggesting gaps exist from initial matriculation.
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Weber, Mark, and Bruce Baker. "Do For-Profit Managers Spend Less on Schools and Instruction? A National Analysis of Charter School Staffing Expenditures." Educational Policy 32, no. 6 (February 7, 2017): 855–902. http://dx.doi.org/10.1177/0895904816681525.
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This article takes advantage of a recently released national data set on school site expenditures to evaluate spending variations between traditional district operated schools and charter schools operated by for-profit versus nonprofit management firms. Prior research has revealed the revenue-enhancement, private fund-raising capacity of major nonprofit providers. For-profit providers may face greater pressure to reduce operating expenses. As such, we hypothesize that regardless of average differences in staffing expenses between district and charter schools, school site staffing expenditures are likely to be lower in for-profit than in nonprofit managed charter schools. Furthermore, school site instructional staffing expenditures may be lower yet. Applying national, then state-level models to compare spending for schools of similar size, serving similar grade ranges and students with similar attributes (income status, special education, and language proficiency status), we find these assumptions largely to be true. Specifically, on average across all settings (global model) we find that charters spend less per pupil on instructional salaries compared with districts; furthermore, for-profit charters spend less than nonprofits. Furthermore, for-profit charters spend statistically significantly less ( p < .05) on instructional salaries, compared with district schools in many states.
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David, Bernard G., Michael Marder, Jill Marshall, and María González-Howard. "How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools." education policy analysis archives 28 (August 17, 2020): 123. http://dx.doi.org/10.14507/epaa.28.4484.
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Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students’ experiences. Influential reports over the last three decades have highlighted the need to improve students’ preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students’ STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students’ course-taking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools.
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Barnard-Brak, Lucy, Marcelo Schmidt, and M. Hassan Almekdash. "Enrollment of students with disabilities in charter schools: Contemporary national and state level findings." education policy analysis archives 26 (April 9, 2018): 43. http://dx.doi.org/10.14507/epaa.26.3276.
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There is no national study examining the rate of enrollment of students with disabilities in charter schools. We examined whether students with disabilities were significantly less likely to enroll in charter schools as compared to non-charter public schools accounting for state level variation using data for the entire national population. We utilized data from the Civil Rights Data Collection under the U.S. Department of Education for the 2011-2012 and 2013-2014 academic years. These nationwide and contemporary data provided school-level numbers of students with disabilities receiving special education services under the Individuals with Disabilities Education Act (IDEA) and charter school status. We performed hierarchical linear modeling to examine for differences in the percentages of students with disabilities under IDEA between charter and non-charter schools, which revealed significantly less students with disabilities enrolled in charter schools at the national and state level. Additionally, we identified and ranked states according to the degree of discrepancy in the percentages of students with disabilities under IDEA between charter and non-charter schools.
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Porter, Gordon L., and Diane Richler. "Changing Special Education Practice: Law, Advocacy, And Innovation." Canadian Journal of Community Mental Health 9, no. 2 (September 1, 1990): 65–78. http://dx.doi.org/10.7870/cjcmh-1990-0019.
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The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.
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Adamson, Frank, and Meredith Galloway. "Education privatization in the United States: Increasing saturation and segregation." education policy analysis archives 27 (October 21, 2019): 129. http://dx.doi.org/10.14507/epaa.27.4857.
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This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.
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Morando Rhim, Lauren, Eileen M. Ahearn, and Cheryl M. Lange. "Charter School Statutes and Special Education." Journal of Special Education 41, no. 1 (May 2007): 50–63. http://dx.doi.org/10.1177/00224669070410010401.
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Waitoller, Federico R., and Daniel M. Maggin. "Can Charter Schools Address Racial Inequities Evidenced in Access to the General Education Classroom? A Longitudinal Study in Chicago Public Schools." Remedial and Special Education 41, no. 3 (September 19, 2018): 127–38. http://dx.doi.org/10.1177/0741932518800392.
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This study presents a longitudinal analysis of racial inequities evidenced in placement patterns in the least restrictive environment (LRE). We compared placement trends in neighborhoods and charter schools for Black and White students receiving special education services (SRSES). Drawing from the concept of institutional isomorphism and using a longitudinal analysis of odds ratio, we examined annual school data from 2008 to 2012 on students’ placement in the LRE in Chicago Public Schools (CPS). Our findings indicate that over time charter schools mirror neighborhood schools’ (NS) racial inequities evidenced in access to general education classrooms.
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Rhim, Lauren Morando, and Margaret J. McLaughlin. "Special Education in American Charter Schools: State level policy, practices and tensions." Cambridge Journal of Education 31, no. 3 (November 2001): 373–83. http://dx.doi.org/10.1080/03057640120086611.
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McWilliams, Julia Ann. "The neighborhood school stigma: School choice, stratification, and shame." Policy Futures in Education 15, no. 2 (February 2017): 221–38. http://dx.doi.org/10.1177/1478210317705740.
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Social scientists have begun to document the stratifying effects of over a decade of unprecedented charter growth in urban districts. An exodus of students from traditional neighborhood schools to charter schools has attended this growth, creating troubling numbers of vacant seats in neighborhood schools as well as concentrating larger percentages of high-need student populations like special education students and English Language Learners in these schools ( Buras, 2014 ; Gabor, 2014 ; Knefel, 2014 ). In cities like Philadelphia, the maintenance of two parallel educational systems – one charter, the other district – has also strained budgets and contributed to fiscal crises that have further divested traditional district schools of critical resources (Popp, 2014). How are youth, teachers, and staff in neighborhood schools responding to these conditions and the moral associations that the “neighborhood school” has come to invoke within an expanding educational marketplace? What does it mean to attend and/or work in a traditional neighborhood school in the midst of the dramatic restructuring of urban public education? Using frameworks developed in anthropological and sociological studies of social stigma, I explore in this paper how the power of market stratification has come to influence the intensification of institutional stigmas around the traditional neighborhood school ( Anyon, 1980 ; Goffman, 1963 ; Link and Phelan, 2001 ). Drawing on ethnographic data from a neighborhood school in Philadelphia, I center youth perspectives on their aspirations and life chances given their status as students in a non-selective neighborhood school in my analysis. I ultimately interrogate how notions of race, educational quality, and [lack of] school choice, impact this neighborhood school community’s sense of worth and future as individuals as well as an institution.
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Erickson, Matthew J., Karen H. Larwin, and Robert S. Isherwood. "Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation." Journal of College Teaching & Learning (TLC) 10, no. 4 (September 30, 2013): 213–22. http://dx.doi.org/10.19030/tlc.v10i4.8118.
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The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.
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Winters, Marcus A. "Understanding the Gap in Special Education Enrollments Between Charter and Traditional Public Schools." Educational Researcher 44, no. 4 (May 2015): 228–36. http://dx.doi.org/10.3102/0013189x15584772.
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Verneshia (Necia) Boone. "A Case Study." International Journal of Technology and Educational Marketing 6, no. 2 (July 2016): 39–48. http://dx.doi.org/10.4018/ijtem.2016070103.
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Since the inception of charter school programs, the U.S. Department of Education (DOE) has invested more than $3 billion while political leaders and special interest groups continue to express concerns about public charter school providers lacking accountability and delivering poor quality education for our disadvantaged students (2015). In recent years, the DOE continue to offer guidance, revise policies, and federal resources concerning the oversight of public charter schools; however, the harsh criticism surrounding charter school failures across the United States has not diminished (2015). The essence of this journal paper is to present a case study about the female owner's lawsuits and challenges while operating Triumph Management Company and its Duke, Duchess Technology Centers that are located in Midwest Region of the United States.. The author will provide a historical overview and discuss the management structure, leadership styles and other related topics. Discussion questions appear at the end of article.
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Gutierrez, Rhoda Rae, and Federico R. Waitoller. "Introduction to the Special Issue: Restructuring and Resisting Education Reforms in Chicago’s Public Schools." education policy analysis archives 25 (June 5, 2017): 53. http://dx.doi.org/10.14507/epaa.25.3061.
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In this paper, guest editors Gutierrez and Waitoller introduce the special issue, Restructuring and Resisting Education Reforms in Chicago’s Public Schools. As a pioneer of neoliberal education reforms, the city of Chicago and its public school system offers a rich context for critical policy scholarship on the dialectic between education restructuring and community resistance against these reforms. First, the authors contextualize Chicago education reforms within the larger neoliberal project by providing an overview of the policies driving the closures of traditional public schools and expansion of charter schools that the contributors to this special issue examine. The authors also address the co-constitutive nature of race and neoliberalism in education policy, and the disproportionate impact these policies have on low-income communities of color. Next, the authors discuss the significance of this collection of papers for educational policy analysis and call for more research that situates examinations of urban educational reforms in their specific socio-historical, political, and economic contexts. The paper concludes with a summary of the articles included in the special issue.
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McKittrick, Lanya, Sean Gill, Alice Opalka, Sivan Tuchman, and Shaini Kothari. "A “can-do” Attitude for Students with Disabilities: Special Education in Rural Charter Schools." Journal of School Choice 13, no. 4 (October 2, 2019): 537–54. http://dx.doi.org/10.1080/15582159.2019.1683684.
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(Vasnev), Theodosius. "Theological schools transformations: Tambov Seminary (the 19th century)." Tambov University Review. Series: Humanities, no. 179 (2019): 143–50. http://dx.doi.org/10.20310/1810-0201-2019-24-179-143-150.
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The peculiarity of the formation and development of education in Russia is that its origin and further transformation took place in religious schools. On the example of the Tambov Seminary we show the transformation in the educational process of the 19th century. Great importance was given to such a document as a charter. In the second half of the 19th century preparations began for the transformation of seminaries in Russia. “Draft Charter of 1862” was published which received widespread discussion. In the Tambov Seminary, the discussion of this project took place in 1863 and occupied a special page in the seminary chronicle. The new charter was recognized as little successful than the previous experience of studying medicine and agriculture in seminaries. The charter defined improvement in the field of theology. The innovation was the creation of a hostel for schoolchildren, the introduction of the seminary pastor post, regular gymnastic exercises and walks in the fresh air. Literary gatherings under the guidance of a mentor were allowed. The training part also underwent changes. It was determined that the preparation of general education was 8 years and on its basis another 4 years were for studying the theological sciences. Such an educational system excluded repetition in the study of the same subjects. All these questions were the subject of open discussion in the Tambov Seminary.
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Arapis, Theodore, and Sean Brandon. "Charter Schools Have Rainy Days Too! But Are They Ready for When It Pours?" American Review of Public Administration 51, no. 7 (May 10, 2021): 560–75. http://dx.doi.org/10.1177/02750740211013013.
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Nearly 30 years since their inception in the United States, charter schools are now a well-established educational option for parents and students. Although they are an important education provider schooling more than 3.1 million students nationwide, we know little about their ability to accumulate fiscal savings for weathering rainy days and sustaining smooth service. Unlike most other fiscal savings studies focusing on the unrestricted fund balance, we examine both restricted and unrestricted fund balances across Pennsylvania charter schools, this study’s unit of analysis. Using a Newey-West regression and data spanning the years 2011–2019, we show that charter schools consider all fund balance classifications when making savings decisions; albeit the unrestricted was their primary savings vehicle. Given their limited revenue portfolio, they are left with only a few options for accumulating fiscal savings. Surplus from tuition payments and additional revenues from private funding sources appear as main fund balance boosters. Surprisingly, special education enrollment significantly increases the unrestricted fund balance, a finding that requires further attention from legislators and policy makers. Concerns are also raised about participation in the state pension system as it absorbs a significant amount of slack that otherwise could be used for other purposes. Overall, most charter schools retain inadequate fiscal savings not capable of insulating their operation from revenue volatility and other contingencies. Statutory fund balance minimums and the adoption of formal fund balance policies articulating how savings are accumulated, used, and replenished should, therefore, be considered.
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Winters, Marcus A., Dick M. Carpenter, and Grant Clayton. "Does Attending a Charter School Reduce the Likelihood of Being Placed Into Special Education? Evidence From Denver, Colorado." Educational Evaluation and Policy Analysis 39, no. 3 (February 10, 2017): 448–63. http://dx.doi.org/10.3102/0162373717690830.
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We use administrative data to measure whether attending a charter school in Denver, Colorado, reduces the likelihood that students are newly classified as having a disability in primary grades. We employ an observational approach that takes advantage of Denver’s Common Enrollment System, which allows us to observe each school that the student listed a preference to attend. We find evidence that attending a Denver charter school reduces the likelihood that a student is classified as having a specific learning disability, which is the largest and most subjectively diagnosed disability category. We find no evidence that charter attendance reduces the probability of being classified as having a speech or language disability or autism, which are two more objectively diagnosed classifications.
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Sutton, Lenford C., Jane A. Beese, and Tiffany Puckett. "Special Need Students in the Struggle for the Character of Schooling in America." International Journal of Educational Reform 26, no. 4 (October 2017): 273–89. http://dx.doi.org/10.1177/105678791702600402.
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One of the most contentious issues over American educational reform is government sponsorship of school vouchers and tax credits in elementary and secondary education. Voucher advocates have long believed that public schools have little interest in education reform which diminishes its monopolistic position in the public education enterprise which effectuates a system of escalating cost, inefficiencies, and unacceptable student performance. Also, they claim that in a nation historically devoted to free enterprise and equal education opportunity, the expansion of school choice opportunity is a natural progression. Conversely, voucher opponents posit that such programs are not only unconstitutional, but would also redirect valuable resources away from schools serving students with the greatest need. They view voucher policy as highly divisive in that it fosters government entanglement with churches and serves as a catalyst for the re-segregation of public schools, further amplifying educational inequality. High-profile public battles over school vouchers in the United States have mainly focused on poor and minority children served by public schools in large urban areas. On the other hand, school choice for special need students, though expanding significantly, has not received as much attention. This article reviews the legal history of private contracting for special education services, describes the current choice programs for students with disabilities, recounts the legal challenges, discusses policy implications, and considers its formulation in the context of the largest levels of inequality in American History.
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Waitoller, Federico R., Daniel M. Maggin, and Agata Trzaska. "A Longitudinal Comparison of Enrollment Patterns of Students Receiving Special Education in Urban Neighborhood and Charter Schools." Journal of Disability Policy Studies 28, no. 1 (May 23, 2017): 3–12. http://dx.doi.org/10.1177/1044207317694846.
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Spitler, Carrie, Jeanne Repetto, and Cathy Cavanaugh. "Investigation of a Special Education Program in a Public Cyber Charter School." American Journal of Distance Education 27, no. 1 (January 2013): 4–15. http://dx.doi.org/10.1080/08923647.2013.754182.
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Chingos, Matthew M., and Martin R. West. "Which Teachers Choose a Defined Contribution Pension Plan? Evidence from the Florida Retirement System." Education Finance and Policy 10, no. 2 (April 2015): 193–222. http://dx.doi.org/10.1162/edfp_a_00158.
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Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers’ revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC plan, despite the fact that teachers not actively deciding within six months were defaulted into the DB plan. The share choosing the DC plan was higher among teachers with advanced degrees, math and science teachers, and teachers in charter schools. It was lower among special education teachers and especially among black and Hispanic teachers. There was only a slight relationship between plan choice and teacher value added to student achievement, with teachers in the bottom value-added quartile roughly 2 percentage points less likely to choose the DC option.
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Hapsara, Andhy Surya. "Building Independent Character of Children with Special Needs Through the Scrum Strategy in the Homeland of Totochan." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (October 1, 2019): 12–21. http://dx.doi.org/10.51169/ideguru.v4i1.78.
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Independence is the main character that needs to be grown in children with special needs, which can be formed through inclusive education in regular schools and special education in special schools. Japan is one of countries that employs inclusive education in all schools at all levels of education. The empowerment of children with special needs in Japan is comprehensively carried out through the formation of a Scrum team that involves medical teams (physician), government, schools (teachers), universities (lecturers), and parent. The Scrum team works together continuously to assist and provide recommendations at every level of education followed by the selection of appropriate employment opportunities for children with special needs. The independent character of children with special needs is the key for them to free themselves as a burden on their family and society. Government, family, and community supports are needed to shape the independence character of children with special needs. The inclusive education system in Japan is one of the ideal models that can be adapted in Indonesia with all of its challenges, both theoretical and practical.
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Vaitkuvienė - Zimina, Žana, and Ramutė Bruzgelevičienė. "Improving Pupil Support Delivery in Schools by Promoting Inclusive Education." Pedagogika 124, no. 4 (December 2, 2016): 172–92. http://dx.doi.org/10.15823/p.2016.60.
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The article explores the ways to improve the pupil support system in school practice as part of the transition from integration to the inclusive education of pupils with special needs. The research question addresses the ways of improving the pupil support system in a school focused on inclusive education.
Determining the ways of improving the pupil support system in school practice by promoting inclusive education following the case study of Verdenė Gymnasium in Visaginas can be described as the subject of the research. The objective of the research is to outline directions for improving the pupil support system in schools while focusing on the targets of inclusive education. The tasks of the research include: 1) analysing theoretical and operational guidelines provided in scientific literature and education guidance documents on the development of the pupil support system in inclusive schools; 2) determining the reasons why the current pupil support system in school needs improvement whenever the focus is placed on inclusive education; 3) drawing up guidelines for schools to help them upgrade the pupil support system based on inclusive education.
Case study is used as the method of this research (Yin, 2003) focusing on an educational institution – gymnasium (grammar school). The choice of the case was determined by the distinctive character of the gymnasium: it delivers a broad range of curricula including an accredited secondary education programme (two years), two-part basic education programme (six years), primary education programme (four years) along with adapted and personalized programmes in primary and basic education and social skills development; it also provides the necessary support for pupils with a variety of special educational needs. The applied research methods include the analysis of written documents, a questionnaire survey and modelling. Units of analysis include national and school documents, teachers and other experts related to the case study schools and the research context. The theoretical and empirical study of the case established that:
The implementation of the UNESCO proposed inclusive education concept is still a target to be achieved in the case study school. The school focuses on the types of pupil support established nationwide, which exclude children having special educational needs due to their exceptional abilities, nor do they place emphasis on the need for day to day teacher’s help, thus narrowing the scope of inclusive education.
Pupil support in the case study school is institutionalised, its provision being entrusted to different bodies and structures. School documents by themselves postulate the philosophy of inclusive education; however, when it comes to education delivery, integration rather than inclusive education of SEN children tends to prevail in the school: pupils with SEN and gifted children are treated as homogeneous groups without highlighting the importance of the teacher’s help for all student groups in daily education process. The case study schools and other context schools delegate responsibility for inclusive education to SEN teachers and for the education of gifted children to other appointed teachers.
The analysis of the research data leads to a conclusion that pupil support delivered by the case study schools is now in the phase of the deconstruction of special needs education and the formation of inclusive education; therefore, it needs improvement implementing inclusive education in line with the philosophy of togetherness and appreciation of diversity, which grants equal opportunities and respect for individuality.
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Ahrbeck, Bernd, and Marion Felder. "Analysis of Barriers to Inclusive Schools in Germany: Why Special Education Is Necessary and Not Evil." Education Sciences 10, no. 12 (November 28, 2020): 358. http://dx.doi.org/10.3390/educsci10120358.
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Over the past decade, ever since the ratification of the United Nations Convention on the Rights of People with Disabilities (UN-CRPD) in Germany, a morally charged debate has taken place about inclusive and special education. Special schools are under considerable attack and even special education is deemed responsible for the difficulties in implementing full inclusion in schools. The gravest accusation is that special education and special schools are even today a close connection to the Nazi era between 1933 and 1945, when children with disabilities were sterilized and murdered. Special education is seen as a symbol and guarantor of separation and exclusion and therefore incompatible with the idea of inclusion. This article will outline and analyze this claim and present other more compelling reasons why full inclusion has been difficult to implement in Germany. Following the analysis, we will describe a possible way forward for inclusion and special education.
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Hasibuan, Abdul Aziz, Darwyan Syah, and Marzuki Marzuki. "MANAJEMEN PENDIDIKAN KARAKTER DI SMA." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, no. 02 (December 17, 2018): 191. http://dx.doi.org/10.32678/tarbawi.v4i02.1230.
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Some behaviors that deviate from students are already at a very alarming level, bad or deviant behavior from students is very troubling and can change the personality and identity of students, these people are left and difficulties in tackling torture behavior and morals of students will have a negative impact on the environment the student itself. Seeing various behaviors that arise regarding the behavior and morals of students so far, as well as discussing the learning process in schools, as a form of effort to cultivate personality, morality, and knowledge towards students, the roles that are greater than the delivery of education in schools, especially teacher as leader in class, success or failure Character education instilled in students is very dependent on the ability of teachers to manage the learning process in school. For this reason, the researchers wanted to know, study and analyze character education in schools, and also the readiness of teachers for education in schools, which would compare the readiness of teachers in management of education in public schools with special religious schools (Madrasa). The analysis uses inference analysis, namely analysis with simple regression techniques. From this study it was found that management of education has an influence on student morals, and also the ability and morals of students towards student learning in school. Thus, it can be said that the management of character education carried out in schools will be borne and the morals of students, this will be related to student achievement itself.
Keywords. Management, character education, school, madrasa, student achievement.
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Ikhsan, M. Alifudin. "A Life-Based Citizenship Education Textbook for Vocational High Schools." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 4, no. 2 (January 6, 2020): 242. http://dx.doi.org/10.17977/um019v4i2p242-249.
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This article discusses learning innovations for developing decent life-based textbooks in Vocational High Schools. The study produced a product in the form of a Pancasila and Citizenship Education textbook integrated with character values. This book was developed based on the characteristics of Vocational High School students, the character education content and applicable learning curriculum. The assessment of media experts, design and learning experts shows this learning book is valid. The results of trials on students indicate that this learning book can be used to improve the quality of learning, but a number of dimensions of special practicality need to be considered in the next testing phase.
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Drajat, Manpan, and Mohd Roslan Mohd Nor. "The Models of Character and Akhlaq Education for Special Needs Children in An Inclusion School." Madania: Jurnal Kajian Keislaman 24, no. 1 (June 30, 2020): 1. http://dx.doi.org/10.29300/madania.v24i1.2956.
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The law stresses that education is the right of all citizens, including children with special needs. The need for education is the same as school-age children in general, but the training provided is adjusted to the specifics of the children. It is certainly guaranteed that all children need character education and akhlaqul karimah. This research aims to explore how character education and akhlaq in children with special needs in Al-Ghazali Jatinangor Inclusion Elementary School. The method used is phenomenological quality research. The data is collected in by observations, interviews, documentations, and Focus Group Discussion (FGD). Then, it was analyzed using interactive analysis techniques. The results indicate that the education program at Al-Ghazali Inclusion Elementary School is different from most other elementary schools. It has long hours of activities and most of the time conducted at school activities are filled with daily routines that build consistent characters and akhlaqul karimah for both children.
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Hodge, Emily, Joshua Childs, and Wayne Au. "Power, brokers, and agendas: New directions for the use of social network analysis in education policy." education policy analysis archives 28 (August 17, 2020): 117. http://dx.doi.org/10.14507/epaa.28.5874.
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In this special issue, Researching 21st Century Education Policy Through Social Network Analysis, authors use social network analysis (SNA) to explore policy networks, broaden the current literature of sociological approaches to SNA, and/or incorporate new lenses for interpreting policy networks from political science or other academic disciplines. This editorial introduction first provides an overview of policy networks and their relevance in education. Then, the editors describe existing work applying the tools of SNA to education policy and highlight understudied areas before describing the articles included in this issue. These articles apply SNA to a variety of education policy issues, including large scale policies such as the Every Student Succeeds Act and the Common Core State Standards, charter schools, and the relationship between system and non-system actors. Articles highlight multiple applications of SNA, including how SNA can be used to advance theory, as well as describe and predict policy networks.
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Прокопенко, Л. Л. "Katerinoslav provincial zemstvo and development of medical education of the province in the early twentieth century." Public administration aspects 7, no. 11 (December 12, 2019): 49–58. http://dx.doi.org/10.15421/151955.
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The article considers the role of Katerinoslav provincial and county zemstvos in the development ofmedical education of the province in the early twentieth century. It is emphasized that in the conditions ofreforming local self-government, the analysis of the experience of the zemstvos activity, in particular theactivities of the Katerynoslav provincial zemstvo in the training of medical staff, the improvement of themedical service of the population of the Katerynoslav province is of great importance. Thus, the role of theprovincial zemstvo in the organization of the activities of the provincial zemstvo felcher school, its financialsupport and the role of the provincial congresses of the zemstvo doctors and representatives of the zemstvoinstitutions in the improvement of medical education in the country are highlighted. The contribution of theprovincial zemstvo Medical School to the training of medical staff of secondary qualification in the regionis considered. The new Charter of the school, approved by the Ministry of Internal Affairs on October 10,1907, is analyzed, in particular, the purpose of the school establishment, its management system is described,the content of the school curricula according to the "Normal Statute of Zemstvo Feldsher School" 1897 isconsidered, changes in the requirements for educational qualification of graduates are revealed. Particularattention is paid to the analysis of the dynamics of training of felchers in school at the beginning of thetwentieth century, the activity of the zemstvo on organization of training for women as medical workersis shown. Significant attention is paid to the role of the provincial zemstvo in the creation of the systemof training of lower medical staff - schools of nursing and servants at the provincial zemstvo hospitalsand similar special schools at county zemstvo hospitals, as well as the system of advanced training offeldshers of the province in the form of so-called "repetition courses." The contribution to the developmentof medical education in Katerynoslav region of private medical schools is also described.
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Amka, Amka. "Implementasi Pendidikan Karakter Inklusi Bagi Anak Berkebutuhan Khusus Di Sekolah Reguler." Madrosatuna: Journal of Islamic Elementary School 1, no. 1 (December 7, 2017): 1. http://dx.doi.org/10.21070/madrosatuna.v1i1.1206.
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This paper aims to examine the implementation of inclusive character education for Children with pecial Needs (ABK) in regular schools. In learning, ABK children have different characters and modalities with normal learners. To that end, approaches, methods, techniques, and learning tactics need to be tailored to the learning needs to be meaningfully appropriate to the students' ABK. Permendiknas Number 70 of 2009 on Inclusive Education aims to provide the widest opportunity to all learners who have physical, emotional, mental and social abnormalities or have the potential of intelligence and / or special talents to obtain quality education according to their needs and abilities. Inclusive character education can be realized by actualizing the value of the wombs characterized by child-friendly learning. Implementation of inclusive character education in regular schools is characterized by child-friendly learning, empathy, learner-centered learning, and pursuit according to the learning needs of learners. Schools need to assess the needs of learners, complement the ABK-based sarpras and accessible child-friendly schools. Thus the curriculum, learning, interaction, and assessment of learning will be tailored to the needs of learners with special needs. This is the true value of the character, the learning that respects the learners.
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Baraniewicz, Danuta, and Patrycja Gołąbek Jonak. "Combining Theory and Practice in the Professional Preparation of Future Special Educators – the Perspective of Students." Pedagogika 129, no. 1 (April 25, 2018): 33–52. http://dx.doi.org/10.15823/p.2018.03.
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The theoretical part of article contains observations on contemporary challenges facing modern schools and a modern educator/teacher. The specific character of future special educator training at the Institute of Special Education of the Pedagogical University in Cracow were presented. The authors shared the findings of their own research on realization of curriculum and expectations of students towards academic education, with particular emphasis on the role of practical teaching.
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Damayanti, Vivi Vellanita Wanda, and Restiana Irniasari. "Religious Based Learning as a Form of Cultivating Character Values in Children with Special Needs at SDLB Jenangan, Ponorogo." International Journal of Emerging Issues in Early Childhood Education 2, no. 1 (May 29, 2020): 1–10. http://dx.doi.org/10.31098/ijeiece.v2i1.114.
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The application of character education has been carried out in public schools for more than a decade. In character education, the divinity value became the first value that was crucially determined and applied. By pointing the divinity value it is expected that students could understand the values of morality and humanity. Not only in public schools but also in special needs schools, the value of religiosity was applied and is a major cornerstone in the learning process. In this qualitative study the religious values were applied in SDLB Jenangan, Ponorogo, would be discussed in detail. The purpose of this research was to explain the urgency of building the character value in children with special in the learning process. Data in this study were collected using observation, interview, and documentation. The results of this study showed that the learning process carried out in SDLB Jenangan, Ponorogo, represented a religion-based learning system. This religion-based education aimed to make the special need students being able to increase their self-confidence and control. Further, it is expected that the student would have the ability to minimize their attitudes.
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Manubey, Johana, John Rafafy Batlolona, and Marleny Leasa. "Peer tutoring analysis in inclusive classes using character education approach." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 303–11. http://dx.doi.org/10.11591/edulearn.v15i2.19190.
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This study aimed to analyze peer tutoring in inclusive classes with character education approaches for elementary students. The target of this study were 30 teachers, 525 students, and 98 disabled students from nine elementary schools in East Sumba Regency. This research focused on changing the character of students with special needs or not using peer tutoring methods that are modified with various learning techniques. The results showed a change in the character of students with special needs and not with the peer tutoring method. Thus, peer tutoring can be recommended in improving learning skills and forming student character. Future studies are expected to show how peer tutoring shapes students' emotional intelligence in inclusive classes.
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Faw, Leah, and Huriya Jabbar. "Poor Choices: The Sociopolitical Context of “Grand Theft Education”." Urban Education 55, no. 1 (June 9, 2016): 3–37. http://dx.doi.org/10.1177/0042085916651322.
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In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”
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Chairiyah, Chairiyah, and Nadziroh Nadziroh. "PENDEKATAN KOMPREHENSIF DALAM PENANAMAN PENDIDIKAN KARAKTER DI SEKOLAH DASAR TAMAN MUDA JETIS YOGYAKARTA." Taman Cendekia: Jurnal Pendidikan Ke-SD-an 2, no. 1 (July 13, 2018): 169. http://dx.doi.org/10.30738/tc.v2i1.2778.
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This study aims to comprehend the implementation of character education with a comprehensive approach at Taman MudaJetis Elementary School Yogyakarta, to find out the obstacles in the implementation of character education with a comprehensive approach at Taman MudaJetis Elementary School Yogyakarta, and to know the solution to solve the obstacles in the implementation of character education with comprehensive approach at SD Taman MudaJetis Yogyakarta. This study uses a qualitative method. The data collecting technique uses in-depth interviewand direct observation. The steps of data analysis utilize Miles and Huberman model, which are data presentation, data reduction, and confirmation, while validity test data includes internal validity test, external validity, reliability, and objectivity.The results of this study indicate that character education applied in schools is not taught in the form of special subjects but integrated into all lessons with a comprehensive approach that includes inclusion, modelling, value facilitation, and soft skill development. The obstacles in the implementation of character education are the misused of the advancement of science and technology by learners, family and society factors and environment that does not support the learning, low teacher competence especially new teachers in implementing character values. The strategy to break the barriers in implementing character education is to form qualified and professional teachers by including teachers in professional training at local and national levels and increasing synergies between schools, families and communities.
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Lynova, Iryna, and Tatiana Pleshko. "ENSURING TRANSPARENCY AND INFORMATION OPENNESS OF GENERAL SECONDARY EDUCATION IN KYIV." Educological discourse, no. 3 (2020): 123–41. http://dx.doi.org/10.28925/2312-5829.2020.3.9.
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The article offers consideration of the results of the analysis of the State Service for Education Quality in Kyiv of the sites of educational institutions of communal, state and private forms of ownership of the city of Kyiv in relation to their availability and occupancy on 21 indicators: charter of educational institution; licenses for educational activities; structure and governing bodies of the educational institution; staff in accordance with the license conditions; educational programs implemented in the educational institution and the list of educational components provided by the relevant educational program; service area assigned to the educational institution by its founder (for preschool and general secondary education institutions); licensed volume and actual number of students; language (languages) of the educational process; availability of vacant positions, procedure and conditions of the competition for their replacement (in case of its holding); material and technical support of the educational institution (according to the license conditions); results of monitoring the quality of education; annual report on the activities of the educational institution; admission rules; conditions of accessibility of the educational institution for training of persons with special educational needs; tuition fees for private schools); list of additional educational and other services, their cost, procedure for provision and payment; rules of conduct for students; a plan of measures aimed at preventing and combating bullying in the educational institution; the procedure for submitting and reviewing (with confidentiality) applications for cases of bullying (harassment) in an educational institution, response and responsibility of persons in an educational institution involved in bullying (harassment). The authors of the article developed 518 sites of schools of various forms of ownership: state and communal forms of ownership - 437, private - 81. On average, according to 21 indicators, 56% of schools publish the necessary information on the websites of general secondary education institutions. The authors hope that the comments and suggestions set out in the conclusions to the article will help schools to systematize information about their lives and prospects.
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Rozentsvit, I. "Revolutionary Education: Fostering Emotional Intelligence and Empathic Imagination Across The Mainstream Curriculum. Interdisciplinary Inquiry." European Psychiatry 33, S1 (March 2016): S438. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1591.
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If fostering emotional intelligence and empathic imagination and solving ethical dilemmas were discussed openly and taught methodically in K-12 mainstream (“typical”) classrooms, would we need metal detectors at the inner city schools’ entrances, and would we need special anti-bullying programs, which intend to correct bullying culture, rather than build a new one, based on kindness, openness, and consideration for others?Will we learn lessons from the Columbine High School and the Sandy Hook Elementary School massacres, and radically change educational system, to incorporate empathic imagination and emotional intelligence into mainstream K-12 curriculum – as a mandatory discipline – instead of leaving this important part of learning and character formatting only to the special education sphere?This symposium represents a collaborative effort of four educators from various disciplines who crossed boundaries to emphasize and foster emotional intelligence and empathic imagination throughout the K-12 curriculum.The following are the parts of the proposed multidisciplinary panel:– multidisciplinary approach to revolutionary education, or paradigm shift towards fostering emotional intelligence and empathic imagination across the mainstream curriculum;– Descartes’ error, the triune brain, and neurobiology of emotional intelligence;– changing our consciousness: imagining the emotional experience of the other;– teaching social skills and play therapy in schools: report from the trenches of special education;– examining cultural artifacts, tools for personal, emotional, and academic development;– growing kind kids: mindfulness and the whole-brained child;– Emotional Imprint™ at the street squash: ‘If you talk, you don’t kill.’Disclosure of interestThe author has not supplied his declaration of competing interest.
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Muryanti, Sri, Masrukhi Masrukhi, and Suwito Eko Pramono. "Implementation of Character Education in Social Studies Subjects at the Special School D / D1 YPAC Semarang." Journal of Educational Social Studies 9, no. 2 (December 17, 2020): 53–61. http://dx.doi.org/10.15294/jess.v9i2.43558.
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Social studies have an essential role in applying character values for students. The purpose of social studies is to form good character and prepare students to become good citizens. This is following the goals of character education for children with special needs, namely to meet needs, familiarize social life, and form good behavior and attitudes following the norms prevailing in the society. Therefore, students must live in harmony with the community, and so must be applied in students. So that the problems in the form of a lack of independent nature and self-confidence of SLB students at YPAC Semarang are problems that must be resolved by teachers and schools as facilitators, a low character of student discipline accompanies this lack of attitude, so schools need to implement it. For SMPLB D / D1 YPAC Semarang, character internalization that is trying to be carried out includes the value of the self-confident character to find their potential and develop according to their talents. Have an independent nature to equipping children with special needs to live independently by minimizing assistance from other parties and the character of discipline that will later become provisions before living in society.
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Eka Erfiana, Nita Agustina Nurlaila, Imam Fuadi, Agus Zaenul Fitri, and Ngainun Naim. "The Implementation of Inclusive Curriculum in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School in Creating Children-Friendly School." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 29, 2021): 462–69. http://dx.doi.org/10.33258/birle.v4i1.1673.
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The aim of this study is to explain the implementation of aspects in the inclusive education curriculum and character building that leads to the development of character values in primary education. Education is held as a part of fulfilling the rights of every child to develop their academic potential and non-academic potential. In order to reach the goal, every child has a right to get a good education, including children with special needed. This study is a descriptive qualitative study. The data was obtained from the learning description in the design development of inclusive curriculum and characters that are integrated in the curriculum. The techniques used to collect the data are literature review and interview with the teacher of schools that uses inclusive curriculum program in Kurikulum Tingkat Satuan Pendidikan (KTSP). The discussion is obtained from the study result of the character development implementation in the inclusive curriculum description at school, especially in Al Azhaar Islamic Elementary School and Noble National Academy Elementary School.
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Agratina, Elena E. "Royal Free School of Drawing by Jean-Jacques Bachelier: Development of Education and Craftwork in France." Observatory of Culture 17, no. 5 (November 12, 2020): 538–49. http://dx.doi.org/10.25281/2072-3156-2020-17-5-538-549.
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For the first time in Russian, the article reconstructs the history of the free school of drawing founded by the French artist and talented teacher J.-J. Bachelier (1724—1806); analyzes the charter and rules of this institution, its educational programs and practical activities; determines the role in the development of artistic craft in France. The article’s subject matter is multidisciplinary and is located at the intersection of the theory and history of art, art education and pedagogy. In view of the small number of comprehensive studies on the history of art education in France, this study expands the notion of it on the example of this educational institution. The school was opened in Paris at the initiative of J.-J. Bachelier for boys from the craftsmen environment. Although many different schools had been founded throughout France, the educational institution of Bachelier had special conditions of origin and a fortunate destiny — later it became part of the National School of Decorative Arts. From 1750, Bachelier became head of the Painting Department of the Vincennes (later Sevres) Porcelain Manufactory. According to his notes, his first concern was to make specialists. That is why he decided to organize a school where children were accepted from the age of eight and spent six years receiving the highest quality secondary art education of that time. Until now, Russian scientific literature has not paid enough attention to the history of French educational institutions in the field of art, despite the fact that France used to serve as a model for the whole of Europe in this regard. This article partially fills this gap, as well as provides a brief overview of other (less successful, but no less interesting) projects of J. Bachelier, for example, an art school for girls, the brilliant idea of which was never realized.
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Purnaningtias, Fianolita, Nuril Aika, Moh Salman Al farisi, Ahmad Sucipto, and Zherin Mei Biana Putri. "ANALISIS PERAN PENDIDIKAN MORAL UNTUK MENGURANGI AKSI BULLY DI SEKOLAH DASAR." Autentik : Jurnal Pengembangan Pendidikan Dasar 4, no. 1 (June 29, 2020): 42–49. http://dx.doi.org/10.36379/autentik.v4i1.51.
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This paper describes the analysis of the role of moral education to reduce bullying inelementary schools. The development of student moral education is very important to do toimprove student morale as national identity and character. The application of moral educationto students in primary schools is one of the fundamental and deep alternatives to reducesocial deviations such as bullying. Bullying is very dangerous for a child’s character. Besideshaving high intellectuals as the next generation of the nation, it is appropriate to have goodmorality to support the formation of a nation with a civilized and virtuous nation. Of course thisis inseparable from the role of education and educators. The form of deviations in the form ofbullying needs special attention, especially in primary schools, therefore teachers must beable to improve the moral education of students so that deviations such as bullying will notoccur and the nation’s goals can be achieved
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Alisauskas, Algirdas, Stefanija Alisauskiene, and Lina Milteniene. "MEETING CHILDREN’S SPECIAL EDUCATIONAL NEEDS IN SCHOOL. A LITHUANIAN CASE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 30, 2015): 113. http://dx.doi.org/10.17770/sie2013vol2.552.
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This article is been based on the research with the aim to reveal the features of pedagogical and special pedagogical support for pupils with special educational needs (SEN) as well as to assess the demand for changes in the mentioned field on the ground of the survey of Lithuanian pedagogues and professionals (in all 1518 respondents). The number of children with SEN educating in mainstream schools is increasing, however, not only involvement of pupils having diverse needs (including those having SEN) into mainstream education is important, but also qualitative analysis of the educational process and content too. The analysis of highlighted character of implementation of pedagogical and special pedagogical support as well as the demand for changes showed the main focuses for improvement: support to child in a classroom decreasing exclusion, involving other participants (peers, parents, volunteers etc.), using flexible models and strategies of support.
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Adeboye, Nureni Olawale, Peter Osuolale Popoola, and Oluwatobi Nurudeen Ogunnusi. "Data science skills: Building partnership for efficient school curriculum delivery in Africa." Statistical Journal of the IAOS 36 (December 25, 2020): 49–62. http://dx.doi.org/10.3233/sji-200693.
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Data science is a concept to unify statistics, data analysis, machine learning and their related methods in order to analyze actual phenomena with data to provide better understanding. This article focused its investigation on acquisition of data science skills in building partnership for efficient school curriculum delivery in Africa, especially in the area of teaching statistics courses at the beginners’ level in tertiary institutions. Illustrations were made using Big data of selected 18 African countries sourced from United Nations Educational, Scientific and Cultural Organization (UNESCO) with special focus on some macro-economic variables that drives economic policy. Data description techniques were adopted in the analysis of the sourced open data with the aid of R analytics software for data science, as improvement on the traditional methods of data description for learning and thus open a new charter of education curriculum delivery in African schools. Though, the collaboration is not without its own challenges, its prospects in creating self-driven learning culture among students of tertiary institutions has greatly enhanced the quality of teaching, advancing students skills in machine learning, improved understanding of the role of data in global perspective and being able to critique claims based on data.
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AMM Qurrota A'yun, Nyong Eka Teguh Imam Santosa, and Nyong Eka Teguh Imam Santosa. "Principal Strategy in Developing Positioning in Junior High School of Muhammadiyah Boarding School (MBS) Jombang." International Journal on Integrated Education 3, no. 1 (June 30, 2020): 194–200. http://dx.doi.org/10.31149/ijie.v3i1.419.
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The results of this research indicate that the Principal Strategies In The Development Of Positioning at Junior High School of Muhammadiyah Boarding School (MBS) Jombang concentrating on Efforts such as the structured implementation of integrated curriculum, program execution, the flagship, Extracurricular activities that emphasizes education character, student achievement and promotional activities. The impact of the implementation strategy of development of the principal positioning at Junior High School Muhammadiyah Boarding School (MBS) Jombang made teachers service quality and employees be good, increasing the interest and the trust of the community, the formation of good character in students, and the number of institutions study appeal. Implementation of the development strategy of positioning is supported by a number of factors, Including: educators who meet the qualification standards of the education quality, quality of education services are good, school is worth written, media promotion and quality students who are good. And has some restricting factors include: infrastructure, not to the existence of a special promotion team, intense competition, a community mindset growing niche to choose schools, and less strategic geographical location.
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AMM Qurrota A'yun and Nyong Eka Teguh Imam Santosa. "Principal Strategy in Developing Positioning In Junior High School of Muhammadiyah Boarding School (MBS) Jombang." International Journal on Integrated Education 3, no. 8 (August 29, 2020): 174–79. http://dx.doi.org/10.31149/ijie.v3i8.559.
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The results of this research indicate that the Principal Strategies In The Development Of Positioning at Junior High School of Muhammadiyah Boarding School (MBS) Jombang concentrating on Efforts such as the structured implementation of integrated curriculum, program execution, the flagship, Extracurricular activities that emphasizes education character, student achievement and promotional activities. The impact of the implementation strategy of development of the principal positioning at Junior High School Muhammadiyah Boarding School (MBS) Jombang made teachers service quality and employees be good, increasing the interest and the trust of the community, the formation of good character in students, and the number of institutions study appeal. Implementation of the development strategy of positioning is supported by a number of factors, Including: educators who meet the qualification standards of the education quality, quality of education services are good, school is worth written, media promotion and quality students who are good. And has some restricting factors include: infrastructure, not to the existence of a special promotion team, intense competition, a community mindset growing niche to choose schools, and less strategic geographical location.