scholarly journals Implementation of Character Values of Environmental Care in Geography Learning at SMA Negeri 1 Kinali

2018 ◽  
Vol 1 (2) ◽  
pp. 369
Author(s):  
Arnapis Jambak
Keyword(s):  
School Leadership ◽  
School Environment ◽  
School Leaders ◽  
Development Program ◽  
School Curriculum ◽  
Routine Activity ◽  
Accurate Information ◽  
School Activities ◽  
Environmental Care ◽  
Regulatory Policies

This research aims to discuss and analyze how teachers and school leadership roles in implementing character values of environmental care in teaching geography to learners in SMA Negeri 1 Kinali. This study used a qualitative approach that aimed to describe the systematic, factual, and accurate information on the phenomenon in detail. Selection of the subject of research was conducted by the method of purposive sampling, where the School leaders, teachers, and learners with data collection through observation, interviews, and documentation based on the validity of the data with triangulation techniques and perseverance observation. In analyzing the data, the researcher used stages: data reduction, data presentation, and inference. The results of the study are as follows: 1) The school environment plays an important role in shaping the behavior of learners, 2) How teachers implement the character values in shaping the attitude of the environment care which was done by: (a) Integrating into the planning and implementation of learning geography through the preparation of syllabus, RPP and material by incorporating the values of characters in accordance with the demands of SK and KD, (b) organizing a routine activity held by the school, 3) the role of school leaders in the formation of the character values of learners with: (a) Development of school curriculum through the regulatory policies of the school and extra-curricular activities so as to establish the values of the expected character. (b) Development exemplary school leaders and teachers in motivating learners and cultural activities of the school, 4) How learners implement the values of character care about the environment through self-development program in schools and school activities related to the character values of environmental care, 5) Barriers to implement the characters values in SMA 1 Kinali due to school rules are not optimally running, so that the students' participation is still low in preserving the environment, lack of awareness of students to care about the environment both at school and at home, and yet optimal work together with the parents of students in the formation of character values for caring environment on the learner.

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools

2017 ◽  
Vol 54 (2) ◽  
pp. 183-215 ◽  
Author(s):  
Elizabethe C. Payne ◽  
Melissa J. Smith
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
Evaluation Studies ◽  
Development Program ◽  
School Personnel ◽  
School Administrator ◽  
School Contexts ◽  
Bisexual And Transgender ◽  
Field Notes

Purpose: The purpose of this article is to provide insight to the multiple ways that school leaders resist, avoid, or block LGBTQ (lesbian, gay, bisexual, and transgender, queer, and questioning) professional development for their staff and, thus, resist the conversations around school responsibility to these students and families. Research Method: The data presented in this article include interviews and field notes drawn from evaluation studies of the Reduction of Stigma in Schools© professional development program and are related to a single emergent theme. Findings: School leaders who resisted LGBTQ professional development claimed such training was not relevant to their school contexts, the training would attract community backlash, the school board would not approve the training, or school personnel would not be interested in learning about LGBTQ students. Implications: The authors conclude that increasing LGBTQ content in educational leadership training is a necessary step for convincing school leadership that LGBTQ-competence is necessary for creating a positive school climate for all.

scholarly journals PENANAMAN PENDIDIKAN KARAKTER PEDULI LINGKUNGAN DI SEKOLAH DASAR

2021 ◽  
Vol 15 (1) ◽  
pp. 98
Author(s):  
Arifin Muslim ◽  
Novica Dimar Azizah ◽  
Supriatna Supriatna
Keyword(s):  
Character Education ◽  
School Environment ◽  
School Curriculum ◽  
School Principal ◽  
Environmental Care ◽  
Teachers And Students ◽  
Data Validity ◽  
Using Data ◽  
Time Issue

This research was conducted based on the indicators of character education on environmental care which aimed to find out and analyze the school curriculum, the applying process of character education during learning in the class, the implementation, supporting factors, and hampering factors in implementing character education on environmental care. This was a descriptive qualitative research which focused on the indicators that must be achieved by the school and students. The main sources of this research were the school principal, the teachers and students of second and fifth grades. The data were collected using observation, interview, and documentation with the researcher himself as the instrument. The data were then analyzed using data reduction, data display, and conclusion. The data validity in this research used triangulation technique which was  source  triangulation.  The  results  showed  that  the  implementation  of character education on environmental care was done based on the school curriculum in regular activities, spontaneous activity, exemplary, and conditioning; the applying process of character education during learning in the class and at school;  the  implementation  of character education  could  be  seen  from  eight indicators which had been achieved by the school, six indicators which had been done by low and high-class students. The supporting factors were also found at school in the form of infrastructure and the role of school environment. However, there were also hampering factors such as time issue which caused less maximal implementation and the lack of giving reward to the students who had cared with environment.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village

2021 ◽  
Vol 31 (1-2) ◽  
pp. 29-49
Author(s):  
Phillip A. Smith
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Civil Rights ◽  
School Leadership ◽  
Black Male ◽  
School Leaders ◽  
Critical Race ◽  
School Activities ◽  
Gendered Identities ◽  
K 12

This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examine the personal and professional experiences, philosophies, and praxis of 14 Black male school leaders. Study findings are presented as an intergenerational dialog with participants, based on their years of leadership experience. These leaders exhibit a liberatory care-based approach to leadership as an expression of social justice advocacy, civil rights activism, community and evidenced action-orientated commitment to a dismantling of structured and systemic forms of racism, anti-Black racism entrenched segregation, and other inequities that discriminate and disproportionately marginalize significant numbers of students and their communities. As captured through the narratives shared, this is evidenced through greater, and positively encouraged, levels of parental and other community member involvement in school activities, as a core aspect of the leadership and decision-making processes. The research expands understanding of paradigms of critical race leadership and disrupts the normative educational leadership that ill-serve significant sections of our student populations and communities.

scholarly journals Schooling leadership motivation level according to the 2030 vision in the government of Jeddah’s villages and its obstacles from their point of view: مستوى دافعية القيادات المدرسية للتطوير وفق رؤية 2030 في قرى محافظة جدة ومعوقاته من وجهة نظرهن

2021 ◽  
Vol 5 (25) ◽  
pp. 42-19
Author(s):  
Tahani Saadi Al-Mutairi Tahani Saadi Al-Mutairi
Keyword(s):  
Educational Administration ◽  
School Environment ◽  
School Leaders ◽  
School Curriculum ◽  
Point Of View ◽  
Academic Qualification ◽  
Vision 2030 ◽  
Training Courses ◽  
The Government ◽  
Total Average

The study aimed to measure the motivation of school leaders in the villages of the Jeddah governorate for development according to the vision of 2030, and to identify the most important obstacles to the motivation of school leaders for development from the point of view of school leaders and in the light of the variables (years of service - academic qualification - educational area - training courses in the field of management and leadership) The researcher used the quantitative approach (descriptive and analytical), and the study tool was represented by an intended stratified number of (90) leaders and agents in my office (Rabigh Education - Khulais Education) belonging to Jeddah Governorate. The study found results, including; The motivation of school leaders in the villages affiliated with the Jeddah development region in the light of the Kingdom’s vision 2030, the motivation axis got a total average (3.57 out of 5), that is, by evaluating motivation (high), while the obstacles axis got a total average (3.94 out of 5), with a verbal rating. (big) at the dimensional level; Obstacles related to the school environment got the highest average (4.21) with an average of (very large), then the school curriculum with an average of (3.90), and thirdly, obstacles related to the teacher and learner with an average of (3.87), and finally, obstacles related to educational administration with an average of (3.85), all of them with a rating of (large) The results also showed that there are no statistically significant differences between the level of school leaders' motivation to develop according to Vision 2030 in the villages due to the variables (years of experience - educational qualification - educational area - training courses) Based on the results, the researcher presented a set of recommendations and proposals to enhance the motivation of school leaders to develop according to Vision 2030 and reduce its obstacles in the villages of Jeddah Governorate and all schools in the Kingdom.

scholarly journals Analysis of Students' Environmental Care Attitudes at SDIT AL-IRSYADIYYAH

2020 ◽  
Vol 5 (2) ◽  
pp. 92-97
Author(s):  
Haerudin ◽  
Yulistina Nur DS ◽  
Urwatil Wusko
Keyword(s):  
School Environment ◽  
School Principals ◽  
Active Role ◽  
Routine Activities ◽  
Qualitative Approach ◽  
After School ◽  
School Activities ◽  
Environmental Care ◽  
Spontaneous Activities ◽  
Teachers And Students

This study aims to determine how much environmental care students in elementary schools are and the researchers hope to foster a sense and love of caring for the school environment. This research uses a descriptive qualitative approach. This type of research uses observation, interviews and documentation. The place for the implementation of this research is SDIT Al-Irsyadiyyah, Telukjambe Timur District, Karawang Regency. The subjects of this research are the principal, teachers and students. The results of this study indicate that students of SDIT Al-irsyadiyyah, Telukjambe District show that environmental care at school is carried out through routine school activities, spontaneous activities, modeling and conditioning. Environmental care activities require that every morning and after school clean the environment at school besides that there are routine activities, namely Jumsih (clean Friday) which all involve school members including school principals, teachers and students who always play an active role in this activity. In this case there is a sanction for students and teachers who do not carry out the morning picket.

scholarly journals Adiwiyata Program for Students in the Study of Psychology of Learning and Ecological Counseling Guidance

2020 ◽  
Vol 5 (2) ◽  
pp. 178
Author(s):  
Nur Azizah ◽  
Adhitya Ridwan Budhi Prasetyo Nugroho
Keyword(s):  
School Environment ◽  
Guidance And Counseling ◽  
Self Awareness ◽  
Literature Study ◽  
School Activities ◽  
Environmental Care ◽  
The Republic ◽  
Psychology Of Learning ◽  
Implementation Management ◽  
Ecological Counseling

<p style="text-align: justify;">Researchers have conducted studies on the planning, implementation, management and evaluation of the <em>Adiwiyata </em>program in the context of school activities. However, a specific analysis has not been identified in the field of Learning Psychology and Environmental Counseling. The aim of this study is therefore to analyze the <em>Adiwiyata</em> program in the study of Learning Psychology and Ecological Guidance. This literature study was conducted by analyzing the primary sources of the Regulation of the Minister of the Environment of the Republic of Indonesia No. 05 of 2013 on the Guidelines for the Implementation of the <em>Adiwiyata</em> Program and No. P.52/Menlhk/Setjen/Kum.1/9/2019 on the Movement of Environmental Care and Culture in Schools (PBLHS Movement). The results showed that the psychology of learning of the <em>Adiwiyata</em> programme could be integrated into the learning process as well as educational facilities for students using the school environment by considering the psychological development of the students. In the meantime, the <em>Adiwiyata</em> program in the study of ecological counseling guidance can be internalized in creating programs or applied in guidance and counseling services for students to solve the problems and to form students' self-awareness and environmental awareness.</p><p style="text-align: justify;"> </p><p style="text-align: justify;"><em>Kajian</em> <em>penerapan</em> <em>program Adiwiyata mulai dari perencanaan, pelaksanaan, pengelolaan, serta evaluasi maupun penerapan dalam kegiatan di sekolah telah banyak dilakukan. Namun belum ditemukan analisis spesifik dalam kajian psikologi belajar dan bimbingan konseling ekologi. Oleh karena itu, penelitian ini bertujuan menganalisis program Adiwiyata bagi siswa dalam kajian psikologi belajar dan bimbingan konseling ekologi. Metode yang digunakan adalah studi kepustakaan dengan menganalisis sumber primer dari Peraturan Menteri Lingkungan Hidup Republik Indonesia Nomor 05 Tahun 2013 Tentang Pedoman Pelaksanaan Program Adiwiyata dan Nomor P.52/Menlhk/Setjen/Kum.1/9/2019 Tentang Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah (Gerakan PBLHS). Hasil penelitian menunjukkan program Adiwiyata berdasarkan kajian psikologi belajar dapat diintegrasikan dalam proses belajar mengajar maupun sarana edukasi siswa melalui pemanfaatan lingkungan sekolah dengan mempertimbangkan perkembangan psikologis siswa. Sedangkan Program Adiwiyata dalam kajian bimbingan konseling ekologi bisa diinternalisasi dalam pembuatan program maupun diaplikasikan dalam layanan bimbingan dan konseling bagi siswa untuk mendapatkan solusi atas masalahnya maupun membentuk kesadaran diri siswa maupun kesadaran pada lingkungan</em>.</p>

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

scholarly journals Rapid Realist Review of School-Based Physical Activity Interventions in 7- to 11-Year-Old Children

Children ◽  
2021 ◽  
Vol 8 (1) ◽  
pp. 52
Author(s):  
Emmanuel Defever ◽  
Michelle Jones
Keyword(s):  
Physical Activity ◽  
School Leadership ◽  
School Environment ◽  
Meta Analysis ◽  
Implementation Fidelity ◽  
Realist Review ◽  
School Level ◽  
School Settings ◽  
Physical Activity Interventions ◽  
Rapid Realist Review

Meta-analysis of physical activity interventions in school settings have revealed low efficacy and that there is a need to explore implementation fidelity. The aim of this rapid realist review was to determine, what physical activity interventions in school settings for children aged 7- to 11-years-old works, for whom, and in what circumstances. The realist synthesis was conducted following RAMESES guidelines. Relevant studies were identified following a systematic search process and data from 28 studies was extracted for evidence to form context-mechanism-outcome configurations that were clustered and refined. Using the five-level socioecological model, the program theories were classified into the levels of intrapersonal (child), interpersonal (teachers), institutional (program content, school administration, and school environment), community (home and neighborhood), and policy. The school level led to most context-mechanism-outcome configurations related to school leadership and policy, workforce structure, program characteristics, and school environment. At each level, we identified features of interventions, alongside implementation considerations that might work to promote efficacy and sustainability. The need to recognize the school environment as part of a complex system with multi-level interaction and influences was a key finding. In line with realist philosophy, the researchers encouraged primary research to confirm, refute, and refine the program theories presented.

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