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Journal articles on the topic 'Economic culture of schools'
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1
Budiarti, Nugraheni Dwi, and Sugito Sugito. "Creating Inclusive Culture of Elementary Schools." Jurnal Ilmiah Peuradeun 6, no. 2 (May 28, 2018): 307. http://dx.doi.org/10.26811/peuradeun.v6i2.237.
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Karangmojo Sub-District, Gunungkidul Regency Is One Of The Minus Areas In Various Aspects Of Life With The Highest Number Of Persons With Disabilities In The Special Region Of Yogyakarta, Indonesia. In This Area, The Forerunner Of Inclusive Education In Indonesia Was Born. The Purpose Of This Study Was To Reveal: A) Attitudes Of Teachers Toward Students With Special Needs As A Reflection Of The School's Inclusive Culture, B) Role Of Principals In Creating School Inclusive Culture, And C) School, Parent, And Community Partnership In Promoting Inclusive Culture. Data Collection Techniques Were Interviews, Observation, And Documentation. The Findings Showed That In General The Regular Teacher Showed A Positive Attitude To The Students With Special Needs In The Social Interaction, But Negative Attitudes Could Appear During Classroom Teaching Practices Involving The Presence Of Students With Special Needs. In General, The Support And Ability Of School Principals In Embracing All Parties In The Implementation Of Inclusive Education In Schools Helped To Support Creating Inclusive Culture In Schools. School, Parents, And Community Partnership Also Supported Creating An Inclusive Culture In Schools, But Were Often Constrained By The Social And Economic Conditions Of The Surrounding Community.
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Saddiqa, Ayesha, Maria Isabel Maldonado Garcia, and Nadir Ali. "Proliferation of Multi-Cultures Through Globalization: Is It Promoting the Indigenous Culture or Global Culture?" International Journal of English Linguistics 9, no. 2 (February 24, 2019): 75. http://dx.doi.org/10.5539/ijel.v9n2p75.
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The purpose of the study was to highlight the impact of multicultural proliferation through globalization on the adolescents of Lahore, Pakistan. A way to measure part of the impact is to have an understanding of how they have internalized foreign holidays and/or festivals which belong to other cultures. The data were collected from 200 male and female participants, of ages 13 to 19 years. The sample was subdivided into two groups of 100 participants each based on their parents’ income level and the type of their institution (public or private). The medium of instruction in the private institutions of Lahore is English. English is, clearly, the language of globalization. In this regard, the hypothesis is that those students who study in private schools are more affected than those who study in public schools and whose medium of instruction is Urdu. A survey design was used to collect data regarding their perceptions about foreign cultural and religious festivals such as “Christmas”, “Holi”, “Valentine’s Day”, etc. Hamelink’s Cultural synchronization theory provided the theoretical lens to the study. The analysis procedure was based on content analysis. The findings reveal a vivid difference between the perceptions of both groups. The adolescents who belong to the lower socio-economic status (who attend public schools) do not favour the celebration of foreign festivals. However, a tendency towards celebrating “Black Friday”, “Valentine’s Day” and “Basant” has been noticed. On the other hand, the adolescents of higher socio-economic background (who attend private schools) look forward to celebrating these festivals and perceive their celebration does not harm their cultural values. Even if this effect is partially due to globalization, the speedy influence on one stratum of the young generation of Pakistan may lead to a rapid assimilation to the global culture in the forthcoming times and also an opposition to the other strata. The study suggests a national media campaign as well as an institutional policy with an emphasis on indigenous cultural, social and religious values. There is a need to be more tolerant towards “others”, and know how to co-exist but at the same time be able to retain the elements of the home culture of Pakistan, rather than adopting foreign practices.
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FILIN, Sergei A., Irina S. ALEKSEEVA, and Al'bert V. AMMOSOV. "Distinctions in the emergence of the economic culture of upper-grade pupils." National Interests: Priorities and Security 17, no. 1 (January 15, 2021): 167–83. http://dx.doi.org/10.24891/ni.17.1.167.
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Subject. The article discusses the emergence of the economic culture among upper-grade pupils as part of additional training courses. Objectives. We herein outline our recommendations for addressing the emergence of the economic culture among upper-grade pupils as part of their additional training. We also analyze the outcome of our original project raising the economic culture of upper-grade pupils as part of their additional training and make conclusions on its efficiency. Methods. The study is based on the project-based method and method of sampling of relevant data, its grouping, systemic, statistical and technical-economic analysis to review the emergence of the economic culture of upper-grade pupils as part of their additional training. Results. The article presents how the Business Games Project has been implemented as part of additional training in schools of Yakutsk as it is supposed to stimulate the effective emergence of the economic culture of upper-grade pupils. According to statistical data on the project completion, we analyzed what distinctions arose during the implementation of the project so as to increase classes of economics for upper-grade pupils of secondary schools, and pointed out the specifics of their economic literacy. We evaluated the efficiency of results and provide out guidelines. The article unveils special circumstances of the emerging economic culture among upper-grade pupils as part of additional training, which can be treated as the novelty of the article. Conclusions and Relevance. As a result of the study, we proved that additional training should be introduced to raise the economic culture of upper-grade pupils so as to help them get successfully and efficiency prepared for learning economics and becoming economically literate.
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Dodds, Agnes E., Jeanette A. Lawrence, Kellie Karantzas, Abi Brooker, Ying Han Lin, Vivienne Champness, and Nadia Albert. "Children of Somali refugees in Australian schools: Self-descriptions of school-related skills and needs." International Journal of Behavioral Development 34, no. 6 (July 6, 2010): 521–28. http://dx.doi.org/10.1177/0165025410365801.
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We examined self-descriptions of children of Somali refugee families in Australian primary schools, focusing on how children’s school-related skills and needs relate to the interpretive frames of mainstream and ethnic cultures. Three groups of Grade 5 and 6 children (Somali, Disadvantaged, Advantaged) made choices among school-related skills, and rated feelings and needs for the transition to high school. Findings indicate a general goodness of fit between emphases of the mainstream culture and Somali children’s choices (sport, maths), while reflecting some values of their ethnic interpretive frames (rejecting art, music). Gender stereotypic differences did not interact with culture. Children’s computer-based choices provide a basis for bringing together studies of development and acculturation, and for differentiating between refugee status and socio-economic disadvantage.
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Bilavych, Halyna. "System of Continuous Agricultural Education in Precarpathia (Late XIX - early XX centuries)." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 13–17. http://dx.doi.org/10.15330/jpnu.1.2-3.13-17.
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Ukrainian public communities have important achievements in development of thesystem of continuous agricultural education in Precarpathia - Ukrainian Pedagogical Society“Ridna Shkola”, “Prosvita”, “Silskyi Hospodar”, the Union of Ukrainians and others. In the lateXIX - early XX centuries, they held important educational work among adults, organized variousforms of training - courses, professional-complementary schools, agricultural schools, high schools,colleges, courses, public universities etc. All this contributed to increasing of economic culture ofthe Ukrainian land. Formation of economic culture of children and adults in Precarpathia had itsown characteristics, mainly associated with the economic, social, historical, climatic, cultural andeducational conditions of life and activities. The system of continuous agricultural educationincluded some educational institutions such as courses, vocational schools, which performedvarious levels of training. Agricultural schools became an important area of lifelong education. Letus consider, for example, the activities of two schools - one of the first established societies“Enlightenment” in the Precarpathia - schools in Mylovanya (Tlumachchyna) and Starokosivska,which was founded in 1942 during the German occupation. Thus, on condition of the absence ofstate Ukrainian professional schools in the late XIX - early XX centuries civil societies created asystem of continuous agricultural education which was aimed at improving the economic cultureof young people and adults
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Angulo, Kira Mahamud, and Yovana Hernández Laina. "Teaching Economics with Spanish Primary School Textbooks during the Franco Dictatorship and the Transition to Democracy (1962-1982)." Journal of Educational Media, Memory, and Society 9, no. 1 (March 1, 2017): 83–99. http://dx.doi.org/10.3167/jemms.2017.090105.
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In this article we analyze knowledge about economics conveyed via primary school textbooks published during the late Franco dictatorship and the years of transition to democracy in Spain. Starting from the premise that the process of political socialization and identity construction is based partly on economic factors, we examine the evolution of the content of economics in textbooks during and after the technocratic phase of planning and development. We elucidate ways in which economic culture is transmitted in schools, identifying certain values, principles and patterns of sociopolitical thought that this culture upholds and projects.
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Gargaun, Natalia. "The methodical principles of formation of the economic culture of students of technical specialties of the colleges." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 383–91. http://dx.doi.org/10.33310/2518-7813-2019-65-383-391.
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The article describes the organization and analysis of the results of the pedagogical experiment on the formation of economic culture of junior specialists-electricians (MSTE), which gives grounds to conclude on the effectiveness of the constructed model and implementation of a set of pedagogical conditions for the formation of economic culture of MSTE in professional training. The ascertaining stage of the experiment included the collection of data required for pedagogical research; development of criteria, indicators and levels of formation of economic culture of MSTE; mass research of students of vocational and professional higher education institutions (technical schools and colleges). To achieve this, interviews and testing were conducted with students of research institutions of professional and professional higher education (technical schools and colleges). It has been proven that a significant number of respondents approve of the prospect of mastering economic culture but know little about it. The research carried out at the observational stage of the experiment showed that the initial level of formation of the economic culture of future MSTE in the experimental and control groups is approximately equally low for all components. At the formative stage of the pedagogical experiment, a study of the level of formation of the economic culture of MSTE in the process of professional training in relation to the selected criteria: motivational-value, oriented-cognitive, creative, activity-practical. Consideration of the results of the experiment allowed to state that the use of the proposed set of pedagogical conditions in the education of students in institutions of professional and professional higher education (technical schools and colleges) has a positive effect on the formation of economic culture MSTE in the process of professional training. In the experimental group there was an increase in the number of students with a high and medium level of formation of economic culture MSTE, which confirms the hypothesis. Key words: economic culture, future junior specialists of electricians, professional training, pedagogical conditions of formation of economic culture of junior specialists of electricians, pedagogical experiment.
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Maher, Anthony J., Hayley Fitzgerald, and Joanne McVeigh. "Factors influencing the culture of special school physical education: A Gramscian critique." European Physical Education Review 26, no. 4 (March 4, 2020): 954–69. http://dx.doi.org/10.1177/1356336x20901337.
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Physical education (PE) research has largely been preoccupied with mainstream (regular) schools. This article reports on part of a larger research project that centralises special school PE. In particular, Gramsci’s conceptualisations of hegemony, power and ideology are utilised to help shed light on the key factors that shape the culture of special school PE. A number of key themes were constructed from twelve interviews with special school senior leaders and PE teachers including, ‘economic climate: budgetary constraints’, ‘access to appropriate facilities and learning spaces’ and ‘pressures from Office for Standards in Education, Children’s Services and Skills (Ofsted) and senior management team’. These findings demonstrate how particular historical and contemporary factors contribute to the positioning of PE in special schools. The status and value of PE in these settings is sometimes considered less favourably than other areas of the curriculum or indeed mainstream PE. In spite of this, staff tasked with delivering special school PE had the desire and creativity to offer engaging experiences. In concluding we note that issues concerning economic constraints, limited space to deliver PE and pressures associated with Ofsted can be found in many mainstream schools too. However, honing in on the particular circumstances within special schools broadens insight about PE in contemporary schools.
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Claval, Paul. "City and culture." Ekistics and The New Habitat 70, no. 418/419 (April 1, 2003): 36–41. http://dx.doi.org/10.53910/26531313-e200370418/419308.
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The author was bom in Paris but raised and educated in South-Western France. He was a student at the University of Toulouse and then taught for a few years in secondary schools in Bordeaux and Montpellier. He then spent 12 years at the University of Besançon and 25 years at the Sorbonne in Paris. He has a permanent interest in the history and epistemology of geography, and in the relations geographers developed with other social sciences. In the 1960s , he worked mainly on the economic connections of geography, in the 1970s, on its ties with sociology and political sciences. During the last 20 years, he has been fascinated by ways geographers deal with culture. He has also maintained a permanent curiosity for urban geography.
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Danso, Sakyiwaa, Mensah Joseph Frank, Boateng Alex, and Pillay Pravina. "Understanding the Socio-economic Implications of Pre-service Teachers School-based Experiences through Students’ Reflective Practices"." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) SI, no. 2 (January 15, 2022): 245–68. http://dx.doi.org/10.31920/2634-3649/2022/siv2a14.
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The objective of this study was to explore pre-service teachers’ school-based experiences through their reflective practices. A qualitative research approach was employed based on the multiple case study design. Data was collected from 20 pre-service teachers who were purposively sampled. The data was in the form of personal reflective accounts as well as open-ended questions. Seven themes were generated under 3 broad categories after the triangulation of data. The categories were organizational culture, instructional, and shared leadership as well as community engagement in extra-mural activities. The results indicate that there were varied school-based experiences by pre-service teachers based on the kind of organizational culture that existed in their host schools. These challenges could be addressed if university departments responsible for teacher training embark on community engagements on the supportive role those pre-service teachers play in their host schools as well as the responsibilities of the schools towards them.
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Cumbers, Andrew. "What is a ‘person’ like you doing in a ‘place’ like that? Reflections on the business school migration from economic geography." Environment and Planning A: Economy and Space 50, no. 7 (July 3, 2018): 1519–24. http://dx.doi.org/10.1177/0308518x18782704.
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The decline of economic geography in British geography departments and schools is a cause for concern, given its historic importance as a seedbed for critical and alternative thinking. While there are attractions and opportunities for economic geographers such as myself in working in management departments and business schools, particularly those that have a critical social science culture, it is vital that geography itself, as a discipline, retains a commitment to heterodox economic enquiry and understanding. At a time of multiplying global political, economic and ecological crises, the disappearance of economic geography from the mainstream teaching curriculum and research agenda would be a regrettable loss for the broader academic project.
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Grass, Tat’yana P., Vladimir I. Petrishchev, and Yekaterina V. Rybakova. "The interaction of school and business as a means of high school pupils’ economic culture formation in Russia and foreign countries." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 245–49. http://dx.doi.org/10.34216/2073-1426-2019-25-4-245-249.
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The article deals with issues related to the formation of an economic culture in Russia and foreign countries. The authors note that representatives of various professions are engaged in the problem of economic culture recently. Researchers emphasise that recently the state’s attention has turned to the direction of familiarising of Russian high school pupils with economic culture. At the same time, they believe that Russian business is in no hurry to invest big finances in school, trying to get rid of only small investments. The authors conducted research in these countries and observed the interaction of school and business. The article presents data on the interaction of business and schools in the United States and China, which has taken new forms of late and promotes practical and effective shape of their pupils’ the economic culture.
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Huda, Choirul. "EKONOMI ISLAM DAN KAPITALISME (Merunut Benih Kapitalisme dalam Ekonomi Islam)." Economica: Jurnal Ekonomi Islam 7, no. 1 (November 2, 2016): 27. http://dx.doi.org/10.21580/economica.2016.7.1.1031.
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A discussion of the modern economic system, usually refers to two major systems, namely capitalism based on the capital markets (capital) and guided socialism which tried to solve problems of production, consumption and distribution through the chain of command. In addition to these two major systems, also known as the Islamic economic system, which refers to the economic practice of the Prophet Muhammad, peace be upon him. Islamic economic system is an alternative to the fundamental problems of the two major systems that already exist. However, when referring to the conditions of the birth of Islam in the midst of Arab society steeped in culture trade, alleged the influence of the capitalist culture of the economic system of Islam, so Islam is perceived closer to capitalism than socialism. Through the study of literary conclusion that Islam and capitalists are the two things affect each other. Sociologically, Islam is present in a capitalist society that both have an attachment. Capitalism, especially trade capitalism existed before Islam came. Before the birth of Islam, Mecca has become the center of international trade and finance. The Prophet Muhammad himself was a merchant before it became a prophet. Thus, capitalism is an ideology or a system that comes from the outside and into the schools of economic thought incoming and economic influence of Islam, although Islam also influence and correct the economic life or Capitalism applicable. Therefore Islam and capitalism are two forces that interact and influence.<p class="MsoNormal" style="margin-bottom: 5.0pt; text-align: justify;"><em><span style="font-size: 13.0pt; font-family: 'Garamond',serif; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi;">A discussion of the modern economic system, usually refers to two major systems, namely capitalism based on the capital markets (capital) and guided socialism which tried to solve problems of production, consumption and distribution through the chain of command. In addition to these two major systems, also known as the Islamic economic system, which refers to the economic practice of the Prophet Muhammad, peace be upon him. Islamic economic system is an alternative to the fundamental problems of the two major systems that already exist. However, when referring to the conditions of the birth of Islam in the midst of Arab society steeped in culture trade, alleged the influence of the capitalist culture of the economic system of Islam, so Islam is perceived closer to capitalism than socialism. Through the study of literary conclusion that Islam and capitalists are the two things affect each other. Sociologically, Islam is present in a capitalist society that both have an attachment. Capitalism, especially trade capitalism existed before Islam came. Before the birth of Islam, Mecca has become the center of international trade and finance. The Prophet Muhammad himself was a merchant before it became a prophet. Thus, capitalism is an ideology or a system that comes from the outside and into the schools of economic thought incoming and economic influence of Islam, although Islam also influence and correct the economic life or Capitalism applicable. Therefore Islam and capitalism are two forces that interact and influence.</span></em></p>
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Williamson, Mary F. "Education for art and culture librarianship in Canada." Art Libraries Journal 19, no. 2 (1994): 22–24. http://dx.doi.org/10.1017/s0307472200008786.
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The ongoing economic recession together with redirection of dwindling educational resources towards the sciences, with less and less for culture, appears to some Canadian art librarians to be marginalizing art library collections and art librarianship. In any case, the current cultural climate invites a broader definition of ‘art’ that encompasses multiculturalism. Another source of concern is the increasing emphasis in our library schools on training information generalists, although the schools are simply addressing workplace preoccupations with technical and administrative skills. It can be more satisfying to teach art librarianship to practising librarians than to students of librarianship with differing backgrounds, expectations and motivation. In Canada, there is a need for art library associations to be instruments of positive change, by offering courses and workshops, and especially by taking advantage of teleconferencing methods to extend educational programs to librarians and students across the country.
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Bahagia, Bahagia, Leny Muniroh, Abdul Karim Halim, Rimun Wibowo, Azhar Al Wahid, Muhammad Shiddiq Ilham Noor, Tiwi Siswanti, and Rizkal Rizkal. "The Impact of K-POP Culture in Student in Teacher View." Jurnal Basicedu 6, no. 3 (May 12, 2022): 5311–19. http://dx.doi.org/10.31004/basicedu.v6i3.2444.
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K-POP culture is not native to Indonesia but comes from Korea. This study aims to determine the impact of K-Pop culture on the behavior of school children from the teacher's point of view. This research uses the descriptive qualitative method. Meanwhile, respondents were selected by using a purposive technique, namely setting a sample with various considerations. This study chose teachers as respondents. The results showed the spread of K-pop culture through social media such as Facebook and Instagram and the world of digitalization such as Tik-Tok. Friends also influence the spread of K-pop because other friends will follow the behavior of their friends. Then, K-pop culture has the potential to erode local culture such as angklung and jaipongan in Sundanese society because generations of school children can prefer K-pop culture. This condition is influenced by the role of parents. When parents are literate in Sundanese local culture and make that culture into life behavior, the children at home will follow the example. Likewise in schools, when schools instill local culture, school children will participate in that culture. Simultaneously, the community environment supports local culture, so there will be filtration of culture from abroad. But it is not wrong to learn about other cultures. K-pop also generates economic value because salons as a place to change hairstyles will sell well, and Korean-style fashion will also sell and grow Korean food and beverage cuisine
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Suwalska, Arleta. "Culture of teaching in Finnish schools in context of educational change." Polish Journal of Educational Studies 71, no. 1 (December 1, 2018): 112–22. http://dx.doi.org/10.2478/poljes-2018-0010.
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AbstractAfter the economic recession in the nineties, the Finnish government followed world trends and built national competitiveness policy. Finland has developed a high quality of teachers’ work along with high social trust to this profession at every level of education. Teachers’ profession is as prestigious as the profession of doctors or attorneys. The article reveals the relationship between the change in Finland’s education policy, so called Alternative Reform Movement and the Finnish culture of teaching.
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Wood, David. "Effect of Child and Family Poverty on Child Health in the United States." Pediatrics 112, Supplement_3 (September 1, 2003): 707–11. http://dx.doi.org/10.1542/peds.112.s3.707.
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The Issue. Poverty has been described as an economic state that does not allow for the provision of basic family and child needs, such as adequate food, clothing, and housing. However, the debate about the effects of poverty on the growth, development, and health of children is as much involved with the culture or general context of poverty as it is with the economics of poverty. This culture of poverty is in part mediated through environmental deprivations, such as failing schools, gangs, drugs, violence, and struggling families. Heclo1 described this sociocultural and environmental dimension of poverty as “a condition of misery, hopelessness, and dependency.” The subject of this article is to review the literature on the effects of poverty on US children as mediated through economic, ecologic, and family influences.
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Romanowski, Michael H., Reem K. Abu-Shawish, and Nora Merouani. "Principals’ perspectives on faculty diversity in Qatar’s government schools." Educational Management Administration & Leadership 47, no. 5 (February 18, 2018): 730–48. http://dx.doi.org/10.1177/1741143218759089.
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Globalization requires the Gulf Cooperation Countries (GCC) to experience numerous economic, social, and educational changes. In particular, Qatar’s unprecedented economic growth has created a flow of high- and low-skilled expatriate workers resulting in a significant imbalance between nationals and expatriates. The implications are evident in Qatar’s government schools where approximately 72% of teachers are expatriates and 99% of the principals are Qatari nationals. Although diversity can enrich schools, it could create conflicts that might hamper the school’s success. Despite the large body of research on school leadership and student diversity, little is written about principals and faculty diversity especially within the GCC. Semi-structured interviews were used to explore 20 Qatari principals’ perspectives regarding their understandings of diversity and experiences with faculty diversity. Findings demonstrate that principals perceive diversity in terms of nationality. They experienced positive and negative influences of diversity and are confronted with challenges that often center on ethnical and cultural issues. Principals addressed how they manage the issues of nationality, culture, and equality. The study suggests that school leadership in a multicultural society such as Qatar demands more competencies to manage faculty diversity. Several recommendations are offered for principals for working with a diverse faculty.
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Mancuso, Steven V., Laura Roberts, George P. White, Roland K. Yoshida, and David Weston. "Strategies to Improve Teacher Retention in American Overseas Schools in the near East South Asia Region: A Qualitative Analysis." Journal of School Leadership 21, no. 6 (November 2011): 819–44. http://dx.doi.org/10.1177/105268461102100604.
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Using a qualitative analysis and drawing from sociological theory, this study examined reasons for teacher turnover and retention from a representative sample of 248 teachers in American overseas schools in the Near East South Asia region. Results suggested that the most important reasons to stay or move pertained to supportive leadership, teaching assignment, salary, benefits, and school's professional learning culture. Implications for leadership practice and policy development are discussed. Surprisingly, the impact of the worldwide economic recession during 2009, when the data were collected, appears to have had little impact on teachers’ decisions.
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Khanal, Hota Raj. "Impact of Socio-Economic Changes on Economically Weak Children in English Language Teaching." Lumbini Journal of Language and Literature 3, no. 1 (December 21, 2022): 60–68. http://dx.doi.org/10.3126/ljll.v3i1.50501.
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Children in schools are behaved on the basis of culture and economic status in which they are grown up. With the aim of exploring the impact of socio-cultural and economic aspects in schools on economically weak children in classroom teaching learning activities this study has been conducted based on the desktop study. This research designed title as Impact of Socio-Economic Changes on Economically Weak Children in English Language Teaching and collected data from the existing literature which are analyzed and reached in the conclusion that children from strong economic status and high cultural background will have better performance than the children who are from poor economic and low cultural background. Development of new technologies, social media highly help to mix up and transfer the culture as a result the direct impact of it is directly seen in the classroom. Change not only brings negative feelings it also tends to bring positive feelings. The change has challenged us (English language teachers) today so that to overcome this challenge we need to apply a balanced approach in the classroom so that we will be away from being boring teachers.
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YAKUBIV, VALENTYNA, and ROMAN YAKUBIV. "SYSTEM OF ORGANIZATIONAL AND ECONOMIC SUPPORT OF HUMAN RESOURCES MANAGEMENT AT ENTERPRISES." Journal of Vasyl Stefanyk Precarpathian National University 6, no. 3-4 (December 20, 2019): 88–95. http://dx.doi.org/10.15330/jpnu.6.3-4.88-95.
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The paper analyses various scientific approaches to the interpretation of the essence of the concept of “personnel management”, defines the specific characteristics and principles of this process. For a detailed study of the essence and content of the concept of the personnel management, theoretical approaches to this definition and substantiation of its content in the context of various scientific schools and management theories are analysed. Scientific approaches to understanding the functional role and essence of the personnel management in various scientific schools are analysed, namely: schools of scientific management, classical (administrative) school of management, theory of perfect bureaucracy, school of human relations, empirical school of management, school of social systems, and “new school”.
The main differences in understanding the process of the personnel management in different theories of management are investigated, the main of which are: situational management theory; system theory of management; theory of organizational culture; theory of human resources management; theory of management culture. The relationship scheme and the place of the personnel management system in the enterprise management in general are substantiated. A three-level personnel management system for tactical, operational and ongoing tasks is proposed. The mechanism of organizational and economic support of the personnel management as a system of synergistically interconnected organizational and economic factors for establishing high-performance HR-management in the enterprise is substantiated. The main elements of organizational and economic support for improving the personnel management system of enterprises are scientific and theoretical approaches to the forming of this system; principles of personnel management; methods of labour management; functions of HR-management; economic levers; methodological support; information support; monitoring of personnel management.
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Bruzgelevičienė, Ramutė. "Intensive Consulting for Schools by Mitigating the Impact of Social, Economic and Cultural Context on Students’ Learning Achievements." Pedagogika 136, no. 4 (December 20, 2019): 17–41. http://dx.doi.org/10.15823/p.2019.136.2.
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The article analyses the question, how intensive consulting for schools can affect students’ learning achievements by mitigating the impact of social, economic and cultural context. Based on the case study methodological approach, the case of the project “Initiative for municipalities”, implemented in 2016–2018 in five schools of Kupiškis district municipality, was analysed. After conducting the analysis of the theoretical literature and documentary sources, and interviews, the following conclusions were made:Due to its duration and intensity, it was long-term consulting; mixed – expert and procedural – consulting approaches were used depending on the problems raised in the schools, the context, readiness of the teachers for change, and the nature of changes proposed by the consultant. It is recognized that the characteristics of the expert consulting dominated.The intensive long-term consulting, implemented in schools resulted in improvement of students’ achievements due to intentionally selected consulting targets – guiding of schools and teachers towards change in the school culture, orientation towards strengthening teaching/ learning assistance, and the application of teaching/learning strategies favourable to students. The consultant’s attempt to implement the teaching methodology based on post-cognitive principles in schools is discussed. The issues discussed remain open for further research.
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Labaree, David F. "The fraught connection between state and school." Phi Delta Kappan 104, no. 4 (November 28, 2022): 34–40. http://dx.doi.org/10.1177/00317217221142982.
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Public schooling in the 19th century cultivated in students a shared sense of identity as citizens with a common culture. However, posits David Labaree, U.S. schools are less effective than they used to be at serving this purpose, making their value to the nation-state open to questioning. Labaree considers three common functions that public schools serve for the state — legitimacy, economic productivity, and civic community — and questions how well schools serve, or even undermine, these purposes. Schools rely on the state for support, but that support is in danger if systems of schooling promote division and are not perceived as promoting a common good.
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Лосева, N. Loseva, Петрова, and N. Petrova. "Development History of State and Non-State Higher Education Institutions in Russia." Auditor 2, no. 4 (April 20, 2016): 38–46. http://dx.doi.org/10.12737/18996.
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Th e article discusses the history of the development of higher education institutions in Russia, public and private
schools, institutions, universities, socio-economic conditions of their creation and development, industry focus, the need
to operate in public education, education and culture.
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Panga, Rosemary Cosmas Tlatlaa, Janeth Marwa, and Jema David Ndibwile. "A Game or Notes? The Use of a Customized Mobile Game to Improve Teenagers’ Phishing Knowledge, Case of Tanzania." Journal of Cybersecurity and Privacy 2, no. 3 (June 22, 2022): 466–89. http://dx.doi.org/10.3390/jcp2030024.
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Recently, phishing attacks have been increasing tremendously, and attackers discover new techniques every day to deceive users. With the advancement of technology, teenagers are considered the most technologically advanced generation, having grown up with the availability of the internet and mobile devices. However, as end-users, they are also considered the weakest link for these attacks to be successful, as they still show poor cybersecurity hygiene and practices. Despite several efforts to educate and provide awareness on the prevention of phishing attacks, less has been done to develop tools to educate teenagers about protecting themselves from phishing attacks considering their differences in social-economic and social culture. This research contributes a customized educational mobile game that fits the African context due to the participants’ existing differences in social-economic and social culture. We initially conducted a survey to assess teenagers’ phishing and cybersecurity knowledge in secondary schools categorized as international, private, and government schools. We then developed a customized mobile game based on the African context taking into consideration participants’ differences in social-economic and social culture. We compared the performance of phishing knowledge of teenagers using a game and a traditional teaching method. The traditional teaching method was presented by the reading notes method. The results revealed that teenagers’ phishing and cybersecurity knowledge differs based on their socioeconomic and social culture. For instance, international, private scholars, and those who live in urban areas have better phishing knowledge than those from government schools and those who live in rural areas. On the other hand, participants who had a poor performance in the first assessment improved their knowledge after playing the game. In addition, participants who played the game had retained their phishing knowledge more, two weeks later, than their counterparts who read only notes.
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Wang, Tao. "Marginality of Rural Migrant Students in Eleven Chinese High Schools." Journal of Ethnic and Cultural Studies 2, no. 2 (December 31, 2015): 21. http://dx.doi.org/10.29333/ejecs/30.
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Since Chinese economic reform in the 1980s that prompted increased urbanization, gap between rural and urban places continually widen, and obvious cultural differences are observed. Rural populations migrate to heterogeneous urban environments and meet problems of marginality. Most rural students enter the city when receiving senior high school education in urban high schools. Perceiving the differences in urban life, these students begin to acquire urbanite and urban cultural personalities. Meanwhile, because of their original lower socioeconomic status, they are caught between rural culture and urban culture, and experience marginality in different ways. Based on insights derived from visiting 11 urban high schools and talking to 55 students, this paper details their marginal experiences in study adaption, life experience, social interaction, relationships, and value are described.
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Ayscue, Jennifer B., and Genevieve Siegel-Hawley. "Magnets and school turnarounds: Revisiting policies for promoting equitable, diverse schools." education policy analysis archives 27 (June 10, 2019): 72. http://dx.doi.org/10.14507/epaa.27.4248.
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This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations, interviews, and focus groups. In academically struggling schools with high concentrations of students of color and low-income students, successful magnet turnarounds involve changes across many aspects of the schools. While the local context is essential for shaping the magnet turnaround process, these three schools reveal common ways in which participants viewed their schools as successful turnarounds, the elements that supported success, and the challenges that magnets undergoing a turnaround are likely to face. Participants’ perceptions of a successful turnaround were based on increasing family interest and increasing racial and economic diversity, as well as improvements in curriculum and instruction, school culture, and academic achievement. This study helps broaden our definition of a school turnaround beyond higher test scores and reminds us of the origins of the concept, which revolved around desegregation. Lessons from the sites suggest that rather than closing underperforming or under-enrolled schools, districts should consider magnet schools as a turnaround approach.
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Yuhelmi, Yuhelmi, Ratna Sari Dewi Pohan, and Mezia Kemala Sari. "Implementation of School Culture Management in State Elementary School in the District of Aur Birugo Tigobaleh." International Journal for Educational and Vocational Studies 1, no. 8 (February 5, 2020): 37. http://dx.doi.org/10.29103/ijevs.v2i1.1926.
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The formation development and maintenance of school cultural values is very important in order to create honesty, mutual trust, discipline, neat, clean, beautiful and create a harmonious atmosphere so that the formation of student character is good. This study aims to describe the school's cultural planning and implementation. The subjects of this study were principals of primary schools, teachers and students in primary schools in the Aur Birugo Tigobaleh district. Data collection techniques in this study were carried out by means of observation, interviews and documentation. Data analysis techniques use techniques developed by Miles and Huberman (1996). The findings of this study include: (1) school cultural planning is not planned according to MoNE standards; (2) the implementation of school culture is implemented by every school member but it does not yet refer to the correct guidelines. For this reason, it is recommended that schools make plans and implement correctly according to applicable guidelines.
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Gervai, Pál, and László Trautmann. "Teaching economics in Hungary after the crisis." Society and Economy 37, no. 3 (September 2015): 357–78. http://dx.doi.org/10.1556/204.2015.37.3.3.
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In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.
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Petrishchev, Vladimir. "Primary vocational education in the digital space of secondary schools in Canada and China." Man and Education, no. 3 (64) (2020): 155. http://dx.doi.org/10.54884/s181570410020909-4.
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The article deals with peculiarities of vocational programs implemented in Canada and China in the context of digitalization having their own specifics due to their national culture, traditions and social and economic conditions.
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Khanal, Dr Uttam, and Dr Gyanendra Prasad Paudel. "Socio-Economic Culture of Backward Communities: An Educational Achievement of Dalit Students." Advances in Politics and Economics 5, no. 2 (June 1, 2022): p8. http://dx.doi.org/10.22158/ape.v5n2p8.
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The Dalit community is a backward class, due to socio-economic and educational reasons. To providing equal opportunities in education but the problems also rised, if is not done, it will be difficult to achieving educational goals and opportunity of social change. Increasing the economic access of the Dalit community will lead to participation in development and inclusion of their children in education. The problems are expressed by educational progress of Dalit students due to Poverty, lack of consciousness, large number of families, landlessness, unemployment, lack of educational scholarships, lack of agricultural and business loans, lack of schools near slums, high fees, inferiority complex, traditional social norms, discrimination against children, wasteful spending, relocation and falling mentality. Due to this, governmental and non-governmental organizations have helped to Dalit parents in their economic and social development through Dalit oriented programs. The enrollment rate of basic level is 92% as per the national policy of the government and 8% of children are out of school according to government statistics and 25% out of school according to non-government data, the challenges of educational progress of Dalit children are still acute.
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Németh, Erzsébet. "Trainings in financial culture : A comparative analysis (2016–2020)." Economy & finance 9, no. 1 (2022): 62–95. http://dx.doi.org/10.33908/ef.2022.1.4.
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The aim of the research is to assess whether any progress has been made in developing financial awareness in Hungary since 2016. The study presents the changes in the state’s role in the development of financial culture, in the framework of a questionnaire survey, it examines what kind of organisations provide trainings in the form of non-public education, to whom such programmes are provided and what syllabus they are based on, as well as it evaluates the quality assurance of the programmes. Between 2016 and 2020, there was an increasing focus on developing financial culture, while most courses are still aimed at the most accessible group of school-aged children. The National Core Curriculum identified economic and financial education as a goal for schools. However, apart from secondary vocational schools, other schools do not teach such subjects as compulsory subjects. In 2017, the Government adopted a strategy to improve the financial awareness of the population, and the first accredited financial literacy textbooks were published. The results of the non-public educational organisations show that the number of training programmes and participants has tripled. The average duration of trainings has become longer. In particular, multi-day courses provided mainly to adults have appeared. The focus of knowledge transfer continues to be on individual savings and financial awareness, financial self-knowledge, attitude and behaviour. Four-fifths of the courses have a curriculum and a syllabus, but most of them are not accredited and are not publicly available. About 40% of the courses measure effectiveness.
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Mangino, William. "A Critical Look at Oppositional Culture and the Race Gap in Education." ISRN Education 2013 (May 12, 2013): 1–5. http://dx.doi.org/10.1155/2013/363847.
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This paper offers a sociological critique of the perceived Black-White gap in education and of the theory of “opposition” that underpins it. The literature extending back a century discusses how oppressed and segregated groups adopt attitudes opposed to those who oppress and contain them. Failure to situate the current oppositional culture in this larger body of literature makes opposition seem specific to Black Americans; it is not. Further, among people with similar economic resources, Black Americans have higher educational aspirations and go to college more than comparable Whites. The continued framing of a “race gap” without reference to economic circumstances reifies race and lays the blame for educational failure on schools, teachers, families, and students, when the real culprits are social and economic issues like jobs, wages, and residential segregation. But because politically we are unwilling to deal with these larger socioeconomic issues, educational professionals are compelled to practice as if economic inequality and poverty do not matter, but in fact they do. Because Black Americans are disproportionately represented in lower economic strata, a spurious correlation exists in professional and popular discourse that mistakenly identifies Black people as “opposed” to education. Net of socioeconomic status, Black Americans are no more opposed than anyone else.
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Reys, Barbara J., and Robert E. Reys. "In My Opinion: Japanese Mathematics Education: What Makes It Work?" Teaching Children Mathematics 1, no. 8 (April 1995): 474–75. http://dx.doi.org/10.5951/tcm.1.8.0474.
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Japan's stature as an economic and political power worldwide has caused growing interest in the country's culture and. more specifically, its system of educating its youth. International comparisons of mathematics achievement highlight Japanese students' unquestioned superiority in mathematical performance. Factors that contribute to the relatively high performance include the nature of Japanese schools, the professional stature of teachers, the homogeneity of the school population, the high parental expectations for the educational success of their children, the abundance of jukus (special cram schools), and heavy reliance on entrance and qualifying examinations.
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Olulowo, Segun Ayotunde, Solomon Taiwo Babawale, Solomon Taiwo Babawale, and Kehinde Michael Anani. "An Examination of the Causes of Kidnapping and Its Attendant Challenges in Ogun State, Nigeria." Journal of Religion and Human Relations 13, no. 1 (July 22, 2021): 133–71. http://dx.doi.org/10.4314/jrhr.v13i1.7.
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Kidnappers have become thorns in the flesh of citizens and foreigners domicile in Ogun state. The paper examines causes of kidnapping and its consequences, investigates the roles of schools, religion and government in tackling the problem. The paper adopted a descriptive method; questionnaires were administered among Churches in Ogun State. Analysis revealed quest for ransom, revenge, rituals, Poverty, youth’s unemployment, and many more. Kidnappings have economic, political, social and psychological impacts. The paper proposed families, schools, religion and government interventions, strengthening the culture of hard work and stepping up of religious ethical teachings.
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Dufour, Barry. "George Orwell is watching you! School behaviour policies and social justice." FORUM 64, no. 3 (November 15, 2022): 114–25. http://dx.doi.org/10.3898/forum.2022.64.3.12.
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Pupil behaviour in UK schools continues to be an obsession in policy and education debate. Conservative governments, especially since 2010, have pursued an illiberal agenda which, this paper argues, is entirely associated with their project to create an education system based on performativity and competition as part of a neo-liberal economic and political culture.
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O'Connor, Mike. "The Impact of Demographic Factors on Student Attendance in Queensland State Secondary Schools." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 58–75. http://dx.doi.org/10.47381/aijre.v31i1.289.
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This article analyses the impact of three demographic factors on student attendance 0ver a three-year population level statistical analysis of student attendance rates in Queensland (Australia) state secondary schools. Whole school attendance rates were mapped against the demographic factors of schools’ Index of Community Socio-Educational Advantage (ICSEA) values, proportion of Indigenous students within the school, and school population size as independent variables to identify which schools recorded the highest student attendance as measured by proportion of students with more than 95 per cent average attendance across the years 2014-2016. The geographic and demographic profile of these schools were then assessed to guide direction for future research. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance rates against both study sample schools and state benchmarks. It is evident that several schools have successfully navigated what might be considered challenging school demography to attain higher than average attendance rates. Despite the age of this data, no significant system-wide attendance improvement is presently evident, and the same conditions of challenge remain for schools. The findings suggest a need for a more forensic approach to analysis of school climate and culture to determine factors contributing to student attendance. The data from this sample of schools indicates no significant relationship between high levels of student attendance and the three independent variables, challenging long held assumptions that low socio-economic status and high proportion of indigeneity are significant causal factors for low rates of school attendance. Subsequent analysis of school location resulted in identification of a significant number of schools in rural locations attaining excellent attendance outcomes against both study sample schools and state benchmarks. It is concluded that rather than relying on traditional stereotypes of school demography influencing perception of student attendance patterns, educators must adopt a more forensic approach to analysis of their school climate and culture to determine contributing factors to student attendance excellence. ICSEA is a scale that applies a numerical value to schools in Australia determined by the level of educational advantage experienced by students in the school. ICSEA considers parental occupations, parental level of education, school geographical location and the proportion of indigenous students in the school. An ICSEA of 1000 is the average benchmark value (ACARA, 2014)
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Bobrova, Elena, and Irina Kashcheeva. "Higher schools’ collaborating with computerized library system aggregators." Scientific and Technical Libraries, no. 1 (January 1, 2018): 92–101. http://dx.doi.org/10.33186/1027-3689-2018-1-92-101.
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The authors discuss partnership model of the higher school and aggregators of digital library systems, university structures, including the library, as well as undergraduates and faculty staff of Kemerovo State Institute of Culture in promoting and distributing the Institute’s digital versions of printed publications. It is emphasized that using the Database enables the faculty to comply with the Federal Higher Education Standard requirements, and to use digital versions of documents unavailable in printed format. The project is intended to consolidate the authority of KSIC science and pedagogical schools and to make its science and learning publications accessible. It is also expected to solve the copyright problems (signing agreements with ELS aggregators and licenses with thew faculty), to increase eLibrary.ru science citation index for the authors at Kemerovo State Institute of Culture. The quality operational efficiency of user services are to follow. The strategy of project implementation, applied regulations and standards, publication distributions statistics, 4-year monitoring findings, interaction with eLibrary.ru, as well as its economic and social impact, are discussed.
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Breznitz, Shiri M., and Douglas S. Noonan. "Planting the seed to grow local creative industries: The impacts of cultural districts and arts schools on economic development." Environment and Planning A: Economy and Space 50, no. 5 (May 15, 2018): 1047–70. http://dx.doi.org/10.1177/0308518x18776327.
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The impact of arts and culture on local economies has been studied extensively. However, a review of the literature finds conflicting and critical results regarding the impact of cultural on economic outcomes. In this paper, we shift attention to examine different intermediaries and concentrations of cultural agents that can influence growth and innovation in the “creative economy.” Thus, we build on previous work and expand on it by refining the scale of analysis (zip-code level). The paper focuses on education in the arts and digital media in all arts-related programs at universities as well as accredited art schools across the United States. Further, employing more observations for larger cities allows a richer depiction of the rather urban nature of the arts and digital media industries. We find that, by going to the zip-code level, we can say that both districts and arts programs (especially at schools that specialize in arts education) have a positive relationship with the share of jobs in the arts and digital media. Moreover, when we evaluate the impact of schools versus districts, we find that schools have a greater role.
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Ruddin, Isra, and Udi Rusadi. "Kapitalisme Dalam Perspektif Ekonomi Politik dan Ekonomi Islam." Da'watuna: Journal of Communication and Islamic Broadcasting 2, no. 4 (November 27, 2022): 280–88. http://dx.doi.org/10.47467/dawatuna.v2i4.2445.
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A discussion of the modern economic system, usually refers to two major systems, namely capitalism based on the capital markets (capital) and guided socialism which tried to solve problems of production, consumption and distribution through the chain of command. In addition to these two major systems, also known as the Islamic economic system, which refers to the economic practice of the Prophet Muhammad, peace be upon him. Islamic economic system is an alternative to the fundamental problems of the two major systems that already exist. However, when referring to the conditions of the birth of Islam in the midst of Arab society steeped in culture trade, alleged the influence of the capitalist culture of the economic system of Islam, so Islam is perceived closer to capitalism than socialism. Through the study of literary conclusion that Islam and capitalists are the two things affect each other. Sociologically, Islam is present in a capitalist society that both have an attachment. Capitalism, especially trade capitalism existed before Islam came. Before the birth of Islam, Mecca has become the center of international trade and finance. The Prophet Muhammad himself was a merchant before it became a prophet. Thus, capitalism is an ideology or a system that comes from the outside and into the schools of economic thought incoming and economic influence of Islam, although Islam also influence and correct the economic life or Capitalism applicable. Therefore Islam and capitalism are two forces that interact and influence.
Keywords: Capitalism, Political Economy, Islamic Economics.
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Ruddin, Isra, and Udi Rusadi. "Kapitalisme Dalam Perspektif Ekonomi Politik dan Ekonomi Islam." Da'watuna: Journal of Communication and Islamic Broadcasting 3, no. 1 (November 27, 2022): 280–88. http://dx.doi.org/10.47467/dawatuna.v3i2.2445.
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A discussion of the modern economic system, usually refers to two major systems, namely capitalism based on the capital markets (capital) and guided socialism which tried to solve problems of production, consumption and distribution through the chain of command. In addition to these two major systems, also known as the Islamic economic system, which refers to the economic practice of the Prophet Muhammad, peace be upon him. Islamic economic system is an alternative to the fundamental problems of the two major systems that already exist. However, when referring to the conditions of the birth of Islam in the midst of Arab society steeped in culture trade, alleged the influence of the capitalist culture of the economic system of Islam, so Islam is perceived closer to capitalism than socialism. Through the study of literary conclusion that Islam and capitalists are the two things affect each other. Sociologically, Islam is present in a capitalist society that both have an attachment. Capitalism, especially trade capitalism existed before Islam came. Before the birth of Islam, Mecca has become the center of international trade and finance. The Prophet Muhammad himself was a merchant before it became a prophet. Thus, capitalism is an ideology or a system that comes from the outside and into the schools of economic thought incoming and economic influence of Islam, although Islam also influence and correct the economic life or Capitalism applicable. Therefore Islam and capitalism are two forces that interact and influence.
Keywords: Capitalism, Political Economy, Islamic Economics.
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Utomo, Tri Prasetiyo. "The Effective School Development in Remote Area; Case Study in MTs Sunan Kalijaga Sendang." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 10, no. 2 (September 4, 2020): 216–29. http://dx.doi.org/10.33367/ji.v10i2.1229.
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The difference between urban and rural areas is of course very significant. These differences include economic, cultural, and social factors in the community that become their perspective and thinking paradigm. This situation will affect the need for education and educational awareness. This problem is caused by many factors, in addition to the aforementioned factors, it is also supported by the lack of public facilities and infrastructure, especially decent education services. This research aims to reveal that the lack of facilities and infrastructure in remote areas is not a major obstacle in establishing effective schools. This study uses a qualitative research method, by applying a field phenomenon approach study. Data collection techniques are carried out by in-depth interviews, observations, and other documents relevant to the development of effective schools. The results showed that effective schools in remote areas were developed in two stages, first, a process approach; includes strong principal leadership, building a good external school network, and a conducive school climate. Second, the target approach, which includes strengthening foreign culture, building religious culture, student discipline, and student achievement.
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Fryer, Roland G. "Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments *." Quarterly Journal of Economics 129, no. 3 (August 1, 2014): 1355–407. http://dx.doi.org/10.1093/qje/qju011.
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Abstract This study examines the impact on student achievement of implementing a bundle of best practices from high-performing charter schools into low-performing, traditional public schools in Houston, Texas, using a school-level randomized field experiment and quasi-experimental comparisons. The five practices in the bundle are increased instructional time, more effective teachers and administrators, high-dosage tutoring, data-driven instruction, and a culture of high expectations. The findings show that injecting best practices from charter schools into traditional Houston public schools significantly increases student math achievement in treated elementary and secondary schools—by 0.15 to 0.18 standard deviations a year—and has little effect on reading achievement. Similar bundles of practices are found to significantly raise math achievement in analyses for public schools in a field experiment in Denver and program in Chicago.
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Hantzopoulos, Maria, Rosa L. Rivera-Mccutchen, and Alia R. Tyner-Mullings. "Reframing School Culture through Project-Based Assessment Tasks: Cultivating Transformative Agency and Humanizing Practices in NYC Public Schools." Teachers College Record: The Voice of Scholarship in Education 123, no. 4 (April 2021): 1–38. http://dx.doi.org/10.1177/016146812112300404.
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Background/Context In the last two decades, high-stakes testing policies have proliferated exponentially, radically altering the broader educational landscape in the United States. Although these policies continue to dominate educational reform agendas, researchers argue that they have not improved educational outcomes for youth and have exacerbated inequities in schooling across racial, economic, geographic, and linguistic lines. Alternative project-based assessments, like ones used by the New York Performance Standards Consortium (Consortium) are one type of practice to have shown promise in aiding in the creation of humanizing and transformative educational spaces. Purpose/Objective/Research Question/Focus of Study This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to project-based assessment tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 New York City public high schools new to the Consortium, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs fostered transformative and humanizing pedagogies and practices. We raise the following questions: How can schools that use project-based assessment reinvigorate school culture to address enduring inequities that persist in schools? How might PBATs reframe schools to be more humanizing and transformative spaces? Research Design We used multiple methods to understand how project-based assessment shapes school culture and curriculum in these transitioning schools, and drew from qualitative and quantitative traditions. The research involved: (1) a historical inquiry into the role of the Consortium in school reform; (2) a broad investigation of the 10 schools transitioning into the Consortium (including three rounds of annual surveys with teachers and administrators); (3) three in-depth focal case studies of transitioning schools (including observations, interviews with teachers, and surveys with students); and (4) surveys with experienced teachers new to established Consortium schools. Conclusions PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Although there were inevitable challenges in the process of transition, our data suggest that the school actors mediated some of these tensions and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic injustices, and serve as a necessary part of school reform and education policy.
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Kurumada, Katie Simon. "Critical Literacy: From Theory to Practice." Georgia Journal of Literacy 33, no. 1 (March 30, 2010): 12–15. http://dx.doi.org/10.56887/galiteracy.71.
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As an educator, I have always had a passion for teaching students diverse in their language, culture, and socio-economic status. Beginning with my pre-service teacher education, and continuing now with my graduate studies, my goal was to learn all that I could about teaching literacy so that I could reach each of my students. My belief was that by teaching them to read and write, they could become and do anything they wished, regardless of their economic or cultural background. Through a variety of experiences with students in urban schools and a deeper understanding of the systemic and historical inequities that exist for students who are linguistically or culturally diverse, I began to question if teaching my students to read and write was going to be enough to allow them to achieve in a system that continues to hold them back (Shannon, 1995). Research continues to show that because schools receive different levels of funding and resources, this creates different opportunities for students who attend schools in low socio-economic neighborhoods. Even when educational opportunities are adequate, the realities of the current global economy and systemic racism affect life opportunities of poor and minority students (Gee, 2008; Nieto, 2001).
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Jamaluddin, Jamaluddin, Suriansyah Umar, Alma Rajab, and Haitami Haitami. "Implementation of Distance Learning Policy In The Era of The Covid-19 Pandemic In Banjar District, South of Kalimantan." International Journal of Politic, Public Policy and Environmental Issues 1, no. 02 (July 23, 2021): 88–95. http://dx.doi.org/10.53622/ij3pei.v1i02.25.
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In its implementation, the Banjar Regency Government, in particular the Education and Culture Office, has not fully implemented the policy of the Minister of Education and Culture regarding Distance Learning, so it is interesting to examine some of the obstacles to its implementation, including in the context of the economic condition of the community. For this reason, it is essential to do this research, especially in high school (SMA), where many students already have a means of communication in the form of mobile phones. The main objective of the study is to describe the policy implementation model owned by the Education Office in Banjar Regency based on the economic conditions of the people in Banjar Regency and a description of the implementation of distance learning policies in terms of communication aspects, sources of resources, tendencies, and implementing bureaucracy. This study uses a qualitative research approach, namely research that seeks to understand and present the phenomena around teaching and learning activities in senior high schools in Banjar Regency, selected based on each school's public and private categories. The schools selected were High School 2 Martapura and High School Darul Hijrah Cindai Alus, Banjar Regency. To obtain accurate data and information, the selected research informants are the Head of the Banjar Regency Education Office, the Principal or his representative at SMA 2 Martapura, and SMA Darul Hijrah Cindai Alus Banjar. The school students are represented by five people from each school and the student's parents. The projected results of this study are expected to help enrich public policy knowledge, especially regarding policy implementation by the latest developments and conditions of technology development, information especially the Covid-19 pandemic era, and submitting criticism and suggestions, especially for the development of education in Banjar Regency.
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Aripin, Syamsul. "STRATEGI PENDIDIKAN ISLAM DALAM UPAYA MENJAWAB TANTANGAN GLOBALISASI." TARBIYA: Journal of Education in Muslim Society 1, no. 2 (December 28, 2014): 165–88. http://dx.doi.org/10.15408/tjems.v1i2.1266.
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Globalization has been affecting many aspects of human life, such as, social, politics, economic, culture, information and communication, and education. The development of technologyy in globalization era has brought society into wider world. Connection among individuals becomes easier. What happen in one part of the world can be instantly accessed by others in other part of the world. Information and knowledge can effortlessly be obtained from various sources of technology, such as, radio, television, internet, newspaper and magazines. This situation brings about consequences on education. Modern schools, crative teachers, high performance students are among consequences of the development of technology. Islamic schools, as part of schools, should be able to respond this situation in order not to be left behind. While some efforts might be taken to improve the quality of Islamic educational institutions, such as improving learning quality, preparing competitive graduates both from Islamic boarding schools (pesantren) and Islamic schools (madrasah), pesantren and madrasah are encouraged to preserve their characteristics that have existed for years. DOI: 10.15408/tjems.v1i2.1266
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Amrozi, Yusuf, Hanafi Adi Putranto, Faris Muslihul Amin, and Tazkia Shabrina Az-Zahra. "Assistance of Batik Tulis in Nurul Huda Islamic Boarding School Situbondo through E-Commerce to Improve Socio-Economic Levels." Engagement: Jurnal Pengabdian Kepada Masyarakat 6, no. 1 (May 30, 2022): 187–203. http://dx.doi.org/10.29062/engagement.v6i1.1168.
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Situbondo Regency is one of the regencies in East Java Indonesia that is thick with Madurese culture and its religious community. In this area, it is also the center of Islamic boarding schools. Interestingly, although in this regency is a pesantren base, there is one pesantren which is quite old and a pioneer in the development of the creative economy through a handicraft called batik (batik tulis). By using the participatory action research (PAR) approach, this community assistance aims to to visualize the reality of batik tulis as well as to build awareness in the pesantren community to adopt technology in marketing management, considering that problem lies in marketing. Through the support of E-Commerce system, the results of community assistance show that there are greater prospects in improving the socio-economic level of Islamic boarding schools in the creative economy business of batik tulis with supported by information technology
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Dembytska, Nataliia. "MODERN TRENDS IN THE DEVELOPMENT OF SCHOOL STUDENTS’ ECONOMIC CULTURE." Psychological journal 5, no. 7 (July 31, 2019): 115–28. http://dx.doi.org/10.31108/1.2019.5.7.8.
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Martin, Susan Marie. "Education as a spectral technology: Corporate culture at work in Ontario‘s schools." Journal of Pedagogy / Pedagogický casopis 3, no. 2 (December 1, 2012): 263–78. http://dx.doi.org/10.2478/v10159-012-0013-9.
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Abstract This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct relationship between education and the health of the economy. For students the professed advantages of millennial capitalism come from freedom and choice to navigate a post-secondary future in an abstract market that rewards those who respond to its highs and lows. Despite the drop-out ‘crisis’ that followed the initial reforms, and the next government’s efforts to remediate the damage done, ultimately corporatist/careerist mantras continue to haunt classrooms, shape education, and its aims and goals in Ontario. The analysis offered in this paper aims to help us better understand the resilience of the neoliberal agenda in the current global economic ‘crisis’, in light of ongoing calls for ‘value-for-money’ in delivering public services and overall competitiveness. Ontario’s education system has a reputation internationally as a high-level performer; this positioning in light of the anomalies presented by its policy and curriculum serves as a cautionary tale to countries that connect growth in GDP with the results of its children and youth on standardised tests. Further, it reveals the disparity between statistics at the macro level and life at the level of the classroom.