The principal's transformational leadership model at SD Negeri 126 Borong, Bulukumba Regency, will be tested for practicality and efficacy. This study examined SD Negeri 126 Borong, Bulukumba Regency ...principals and teachers. Research and development follows the ADDIE model, which has five steps: analysis, design, development, implementation, and evaluation (evaluation). Data was collected through observation, questionnaires, interviews, and documentation. A model development observation sheet, research instrument sheet, questionnaire on school principals and teachers' practicality and effectiveness, and documents on school principals' transformational leadership model implementation at SD Negeri 126 Borong, Bulukmba Regency are used in the research instrument. Data analysis is done using qualitative and quantitative methods. This research shows that the principal at SD Negeri 126 Borong, Bulukumba Regency can implement the transformational leadership model to mobilize all stakeholders to achieve school goals, such as improving the teaching and learning process, establishing a positive school learning direction and climate, and improving excellent service to achieve high academic achievement (learning outcomes). Based on observations of school principals implementing transformational leadership and questionnaire responses from principals and teachers, this model passed the practicality test. The effectiveness test results show that this model is effective in moving all stakeholders to achieve school goals, including improving teaching and learning, establishing a positive school learning direction and climate, and improving excellent service to achieve high student academic achievement (learning outcomes).
•Global school closures have deprived millions of children from learning.•School dropout within the last year is associated with lower reading and numeracy.•Most countries are implementing some ...remote learning responses.•These responses are often inadequate to reach all children and keep them learning.•Education actors need to work towards effective/inclusive responses
This article investigates to what extent disrupted schooling and dropout affects children’s acquisition of foundational skills prior to and during the COVID-19 pandemic. Using household survey data from thirteen low- and lower-middle-income countries, we find that missing or dropping out of school is associated with lower reading and numeracy outcomes. Drawing on global surveys conducted during the pandemic, we find that countries’ remote learning responses are often inadequate to keep all children learning, avoid dropout, and mitigate the learning losses our findings predict, particularly for marginalized children and those at the pre-primary level.
Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a ...guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications.
•A meta-analysis was used to examine teaching factors related to student outcomes.•The dynamic model of educational effectiveness was used as a guiding framework.•An integrated approach of effective teaching is empirically supported.•The need for conducting more experimental and longitudinal studies is highlighted.•The study findings suggest teaching practices that can be used in teacher education.
This open access book presents original research on effective and equitable teacher practice in mathematics and science education across Nordic countries. It focuses on three key aspects of teacher ...practice: what teachers teach, how teachers teach, and how teachers assess their students. To provide a comprehensive understanding of teacher practice, data from the IEA’s Trends in Mathematics and Science Study (TIMSS) from 2011 to 2019 was analyzed. TIMSS provides large-scale and representative data, allowing an in-depth investigation of the relations between teachers, their practices, and student outcomes. The findings highlight the changes in teacher practice over time and the extent to which such changes explain the differences in student outcomes. This research also contributes to understanding how the relationships between teacher practice and student outcomes vary across different student groups (i.e., gender, socioeconomic status, and language background). The empirical evidence presented not only adds a significant layer to the academic discourse but also offers practical implications. These insights are crucial in facilitating educational policymaking and classroom practices aimed at improving student outcomes and closing gaps in educational inequality.
•Cognitive activation is positively related to mathematics performance.•A positive disciplinary climate favours cognitive activation.•Teacher directed instruction is positively related to mathematics ...performance.•But high levels of directed instruction are negative for student performance.
Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory.
Background and purpose: The use of the flipped classroom method as an interactive method in the blended learning process is expanding in medical sciences universities. The present study aimed to ...assess the effect of education using the flipped classroom on students' perception, learning, and satisfaction in interpreting the report of measuring physical harmful factors in the workplace. Materials and methods: The present study is a quasi-experimental design (pre-test-post-test). The research population consisted of 25 professional health students of Shahid Sadougi University of Medical Sciences, who studied in this school during 2021-2022. All the students were included in the study by the census. The educational intervention was conducted using the flipped classroom method in order to develop student's skills in interpreting the report of measuring physical harmful factors in the workplace. Measuring students' views, learning, and satisfaction was conducted by the survey. Data were analyzed using descriptive tests and analysis. Findings: The results showed that the average (standard deviation) of students' learning knowledge scores before the intervention was 51.66(9.06) (average level). After the intervention 73.54(12.53) (good level), which was reported significantly has improved (P=0.0001). Students' satisfaction was reported with an average of 4.00 (0.73), which is at a favorable level. Their preparation has a positive and significant relationship with practicality and importance. Also, practicality has a positive and significant relationship with importance, perspective, and satisfaction, and students' understanding has a positive and significant relationship with satisfaction. Conclusion: Using the flipped classroom method for interpreting and analyzing the results of tests and measurements had a positive effect on students' learning and satisfaction. Also, students' understanding scores regarding the preparation and applicability of education were evaluated at the desired level. It is recommended to use active and cooperative methods such as the flipped classroom method, which emphasizes the application of students' learning.
•Three generic frameworks of effective teaching are presented.•Similarities and differences among the generic frameworks of teaching are identified.•Research on developing a comprehensive framework ...of effective teaching is proposed.
Empirical studies and meta-analyses conducted during the past 35 years led to the development of a number of theoretical frameworks of teacher effectiveness. In this paper, we aim to summarize the main characteristics of three dominant frameworks within the field of educational effectiveness and discuss both their conceptual differences and their similarities, as well as, the different observational instruments used by each one to capture instructional quality. Specifically, the three frameworks are: a) the dynamic model of educational effectiveness; b) the International System for Teacher Observation and Feedback (ISTOF); and c) the Three Basic Dimensions of Teaching Quality (TBD). These frameworks were also used to analyze three videolessons for comparing the quality of teaching through the lens of each respective framework. Based on the results of the three lesson analyses, possibilities for combining different generic frameworks of effective teaching to provide a more complete view of teaching quality are discussed.
In large-scale international assessments such as the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the Progress in ...International Reading Study (PISA), research has struggled to find positive associations between the frequency of educational technology use in schools and student achievement. While computer use at home showed a tendency for positive correlations with test scores, computer use in schools did not. Following a different approach, the study reanalyzes PISA 2012 data by combining frequency of use and positive perceptions with regard to educational technology as predictors for student test scores. When controlling for influential sociodemographic factors, results indicate that positive attitudes toward educational technology are associated with higher test scores in the large majority of countries. As positive attitudes are likely to be a result of positive experiences, it seems reasonable to conclude that it might be quality instead of quantity of educational technology use that matters.
Since the early 2000 s, average standardized test scores of Brazilian public primary and middle school students in both reading and mathematics on the national test, the SAEB, have risen ...substantially. Although the increases cut across all race and socioeconomic groups, the increases were unequal across groups and varied greatly across states and municipalities/school districts. In this paper, we describe student achievement gains in Brazil among municipalities in 2007–2017, with the goal of understanding the variation in these gains and the socioeconomic, race, and school resource correlates of that variation. Our results suggest that student social class and race were highly correlated with municipal test score gains: those municipalities with higher social class and proportionately more White students made significantly larger gains. However, municipalities with greater social class inequality made smaller gains. Certain average characteristics of teachers in a municipality and the incidence of school violence were also significantly related to student performance gains. Thus, our estimates suggest that it may be possible to soften the effects of social structural inequality among and within districts by increasing the quality of teacher resources and reducing school violence in lower academically gaining districts.
•Student test score gains in 2007–2017 were large but varied greatly across districts.•Districts with higher average SES and lower proportions of Blacks made larger gains.•Controlling for SES and race, districts with lower SES inequality made larger gains.•Better-educated teachers and less school violence were also related to higher gains.•SES and race are closely related to school learning gains in an unequal society.
Perhaps the most important issue in our time is how to sustain our planet's resources, while developing wealth and well-being for a growing population. This monumental task has been defined in the ...concept of sustainable development (SD). During the last few decades the world communities have agreed upon addressing SD through international treaties. As a response Education for Sustainable Development (ESD) has been launched as an answer to cope with sustainability. However, empirical studies are a missing link in the discourse around ESD, where decisions and implementation strategies are heavily based on policy recommendations and gut feelings by practitioners. We used data from 2413 students in grades 6, 9, and 12 from 51 schools across Sweden to study the effectiveness of ESD. In line with the current debate on the definition of ESD, we quantified the extent to which teaching can be labeled as holistic and/or pluralistic. Through a series of descriptive analyses and the estimation of structural equation models, our results indicate that ESD can indeed impact on student outcomes in terms of their sustainability consciousness. The results of this study reveal the key role ESD plays in addressing SD, paving the way for a more sustainable future.
PDF
